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Practising what I preach: Modelling reflective practice to student teachers

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Abstract

This study explores the relationship between a teacher educator's explicit modelling of reflection on practice and student-teachers' developing use of reflection on practice. In this case, the teacher educator attempted to offer his student-teachers opportunities to see, hear and understand the thinking that underpinned his pedagogy so that they might better understand and develop their reflective skills in their own teaching practice. Through a framework developed from the work of Dewey (1933) a theoretical perspective on reflection was designed and applied to the student-teachers' thoughts as displayed through their journal writing and interviews. This paper demonstrates that modelling is an important aspect to enhancing student-teachers' learning about teaching and learning.

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  1. School of Graduate Studies, Faculty of Education, Monash University, Wellington Road, 3168, Clayton, Australia

    John Loughran

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  1. John Loughran
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Correspondence to John Loughran.

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Loughran, J. Practising what I preach: Modelling reflective practice to student teachers. Research in Science Education 25, 431–451 (1995). https://doi.org/10.1007/BF02357386

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