Reflective Practice in Initial Teacher Education: Exploring the Perspectives of University- and School-Based Teacher Educators

• In Event: Critical and Reflective Practices: Investigating Applications Across Classrooms, Schools, and Programs

Abstract

This paper explores the opportunities and challenges pre-service teachers (PST) experience in developing critical reflective practice skillsets as exemplified through a two-stage case study which included PST written reflective practice (Stage One) and interviews with university-based and mentor teachers (Stage Two). The study investigated the complex nature of reflective practice within a consecutive postgraduate initial teacher education (ITE) programme at a Higher Education Institution (HEI) in the Republic of Ireland.
The paper focuses on both the PSTs and on the role of teacher education providers particularly, lecturers, practicum tutors and mentor teachers in order to successfully embed a reflection framework which offers greater opportunity for critical ideology reflection within the ITE curriculum.

Authors

• Jennifer Liston, Trinity College Dublin

• Melanie Ni Dhuinn, Trinity College Dublin

• Mark Prendergast, University College Cork

• Tandeep Kaur, Dublin City University