The Role of Reflective Practice in Mediating Development of Pre-Service Science Teachers’ Professional and Classroom Knowledge
Peer reviewed, Journal article
Published version
Åpne
Permanent lenke
https://hdl.handle.net/11250/2979120Utgivelsesdato
2022Metadata
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- Institutt for lærerutdanning [3821]
- Publikasjoner fra CRIStin - NTNU [38672]
Originalversjon
Interdisciplinary Journal of Environmental and Science Education. 2022, 18 (1), . 10.21601/ijese/11364Sammendrag
The present study explores the potential of reflective practice in supporting pre-service teachers’ development of professional and classroom knowledge elements. The exploration process involved pre-service science teachers documenting and discussing their lived teaching experiences during school practice. The overall aim was to establish the effectiveness of reflective writing in promoting a reflection process with which teacher knowledge development could be mediated. From the analysis, strategically enacted reflective writing is a tool that enables a reflection process where trainees’ transitions in thinking about the practice of teaching are visible. Moreover, reflective writing is a potential medium tool for pre-service teachers to articulate and advance their developed assertions about teaching. The importance of negotiating and legitimizing trainees’ emerging perspectives and constructed assertions is discussed.