ABSTRACT

Critical reflection is an essential element in the professional teacher’s practice. This article investigates vocational teacher education (VTE) students´ ability to reflect when engaged in site-based education and considers how arrangements in vocational teacher education enable or constrain this ability. The study was conducted at one Swedish university, where 78 VTE students’ written self-evaluation reports from three practicum courses were analyzed on the basis of the concept of critical reflection and the theory of practice architectures. The findings emphasize the value of a strong relationship between the learning at university and in the teaching workplace, and the progression of critical reflection throughout the education. These findings support the conclusion that practice architectures that improve VTE students’ ability to critical reflection need to include tasks that focuse on both reflection and on bridging the contexts of research-based and experience-based knowledge and practice.

摘要

批判性反思是专业教师实践中必不可少的要素。本文调查了职业教师教育（VTE）学生在进行基于现场的教育时反映的能力，并考虑了职业教师教育中的安排如何启用或限制这种能力。这项研究是在一所瑞典大学进行的，根据批判性反思的概念和实践体系结构的理论，对来自三门实践课程的78名VTE学生的书面自我评估报告进行了分析。研究结果强调了在大学和教学场所的学习与整个教育过程中批判性思考的发展之间紧密联系的价值。