This article focuses on preservice teachers’ critical reflections on after-school, one-on-one tutoring of learners. We discuss the conceptualisation of two modules in which the tutoring is located. Reflective dialogue is used to capture preservice teachers’ tutoring experiences and perceptions. A critical theory lens is used to analyse preservice teachers’ reflections to distinguish between reflection that remains at a descriptive level and that involving more criticality and consideration of social change. We argue that the afterschool tutoring approach creates opportunities for preservice teachers to reflect on the practice of tutoring and creates opportunities for advancing their critical reflection on social change as pedagogy. Our analysis shows opportunities to critically reflect on key elements of pedagogy that arose within the tutoring experience, but preservice teachers needed support in challenging assumptions they have of learners, and what it means to engage them explicitly.

中文翻译：

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通过批判性反思实践来解放职前教师的被压迫意识

本文重点关注职前教师对课后学习者一对一辅导的批判性思考。我们讨论了辅导所在的两个模块的概念。反思性对话用于记录职前教师的辅导经验和看法。批判性的理论视角被用来分析职前教师的反思，以区分仍处于描述性水平的反思与涉及更多批判性和对社会变革的考虑的反思。我们认为，课后辅导方法为职前教师提供了机会来反思辅导实践，并为推进他们对作为教学法的社会变革的批判性反思提供了机会。