An Empirical Study of the Reflection Ability of Primary Teacher Students

• In Event: Using Reflection as a Tool for Instructional Improvement: From Postsecondary to the Classroom

Abstract

Reflection ability is considered as being a key competence for teacher students to professionalize their own actions. It can be evaluated by the range (content) and level (complexity) of reflection. The present study focuses on (a) the thematic and emotional aspects (content) and (b) the level (complexity) that teacher students reflect on in their teaching practicum. The written analyses of 14 teacher students are evaluated by means of qualitative content analysis and descriptive analyses. The results show that students often reflect their actions with regard to theoretical knowledge and their emotions (range) and that they provide reasons and consider alternative options and perspectives (level). The results provide a deepened insight into teacher training and can be used for follow-up studies.

Authors

• Eva Weingartner, University of Teacher Education St. Gallen

• Doreen Holtsch, St.Gallen University of Teacher Education

• Benita Affolter, Thurgau University of Teacher Education