Publication details

Supporting student teachers’ reflection as a paradigm shift process

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Year of publication 2017
Type Article in Periodical
Magazine / Source Teaching and Teacher Education
MU Faculty or unit

Faculty of Education

Field Pedagogy and education
Keywords Reflection;Mentoring;Preservice teacher education;Post-lesson group interviews;Interpretative phenomenological analysis
Description The aim of this study is to explore how mentors, in this case university supervisors and student teachers, make sense of their experience with the support of reflection on teaching practice during post-lesson group interviews (reflective seminars). Review of the literature suggests that there is little known specifically about how mentors and students perceive support of reflection. The perspective of seven university supervisors and eight student teachers is presented. One of the principal findings in the in-depth phenomenological analysis is that for trainees to be able to reflect during the seminars, it is necessary first to set up an alternative paradigm of teaching.
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