This article reports research evidence of the enhancement of student teachers' epistemology of reflective practice through their participation in a formative strategy developed in the context of the Bologna Process in Portugal. Building on Schön's conceptualisation of the education of the reflective practitioner, articulated with concepts such as…

This qualitative case study investigates the ways stakeholders in a senior/seminar teaching practicum construct and engage in reflection. It also explores the ways these modes of reflection intersect with pre-service dance teachers' development of pedagogical content knowledge (PCK) and critical consciousness (CC). Specifically, the study…

"Introduction:" Teaching and learning are processes that significantly impact one's future. Active participation in school practises serves as a strong foundation for future educators. This paper aims to present the viewpoints and feedback of university students on chemistry lessons conducted in schools by fellow university students as…

This paper presents a study focusing on the feasibility and validity of the SELFIEforTEACHERS self-assessment tool for student teachers, addressing three research questions. Using a mixed methods approach with a convergent parallel design. The study provides insights into quantitative and qualitative aspects of the self-assessment of student…

The process of reflection is assumed to be important for developing professional knowledge through practical experience in science teaching. However, this claim requires more evidence, based on a clear definition of reflection. The main goal of the present study is to explore how reflection skills influence the development of professional…

We present the perspectives of Portuguese pre-service teachers about a formative strategy developed to promote learning about language and literacy education. The strategy was underpinned by theories about the pedagogical content knowledge (PCK), rehearsed (or simulated) agency, the epistemology of reflective practise and assessment for learning.…

Teaching is a complex profession, which is further complicated by the integration of technology into classrooms. Reflection can help teachers unpack the complexity in their practice. Reflection can be an effective instructional strategy in helping preservice teachers develop technological pedagogical content knowledge (TPACK), the complex and…

The aim of the current study was to provide descriptions of the nature of pre-service primary teachers' reflection during their student teaching experience. The principal research question that guided the investigation was "what do these pre-service classroom teachers reflect on during their teaching and how is this reflection related to…

In this qualitative study we used a case study approach to observe and analyse a mathematics teacher who was challenged to redesign her lessons during network meetings with colleagues. Changes in practical knowledge are described by means of concept maps and semi-structured interviews. We applied cycles of change from the Interconnected Model of…

In this article six mathematics teacher educators describe a collaborative self-study that examined personal beliefs about mathematics teacher education. We were striving to understand more fully our beliefs and belief structures, including how these beliefs influence our instructional practices. We describe four beliefs about mathematics teacher…

This paper reports on a study which examined the impact of a course in Reflective teaching in the third year of a Bachelor of Education degree programme at a local University College. A broader purpose for the study was to continue the process of giving credence to reflective teaching as integral to effective teaching and learning. Specifically,…

Drawing upon our experience as university faculty in teaching novice educators, we explore the issue of resistance from students around learning that entails critical reflection. By novice educators, we refer to pre-service teacher candidates and graduate students in Education faculties, particularly graduate students in adult education/lifelong…

This study investigated the potential of a professional development program centered on case development to help urban teachers: (a) integrate technology with content and pedagogy and (b) cultivate habits of reflection required to learn from practice. Qualitative analysis revealed that case development helped teachers develop an understanding of…

An undergraduate seminar was designed to help preservice teachers focus on students' learning. Preservice teachers planned and conducted weekly tutoring sessions with fourth graders and discussed their experiences in weekly discussions. The author investigated what preservice teachers learned about teaching mathematics from their focus on…

Teacher work samples (TWS) are an integrated, comprehensive assessment tool that can be used as evidence of a beginning teacher's readiness to teach. Unlike linear assessments used to determine teaching effectiveness, TWS are relevant and reflective of "real" teaching. They are designed to exhibit a clear relationship among teacher candidate…