ABSTRACT In Swedish teacher education, student teachers commonly work with assignments in small groups. To enable student teachers to grow, both personally and professionally, they need to reflect both individually and collectively with their teacher educators and fellow student teachers. However, research shows that there is a risk in teacher education to narrow reflection into a tool for teacher learning, and not recognizing it as an activity that challenges thought. To avoid this risk, the approach to video-stimulated reflection (VSR) explored in this study, considers not only the notion of reflection, but also the reflective process itself, and its potential for growing student teachers to create a reflective space collaboratively. Three groups of student teachers participated in the VSR on a field practice at a local science center. Two of the groups were preparing for teaching science in lower and upper primary school. The third group was preparing for teaching science in secondary school. A reflective cycle analysis was applied to detect reflection in the VSR interviews. The results demonstrate that the approach to VSR enabled a reflective process in all three groups. The affordances and constraints of the VSR and the role of the facilitator are discussed.

中文翻译：

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不断增长的学生教师反思性练习：探索视频激励反思的方法

摘要在瑞典的教师教育中，学生教师通常以小组形式进行作业。为了使学生教师个人和专业成长，他们需要与教师教育者和学生教师个人和集体进行反思。但是，研究表明，在教师教育中存在将思考范围缩小为教师学习工具的风险，而不是将其视为挑战思想的活动。为了避免这种风险，本研究中探索的视频激发反射（VSR）方法不仅考虑了反射的概念，还考虑了反射过程本身，以及其成长中的学生教师合作创建反射空间的潜力。三组学生教师参加了当地科学中心现场实践的VSR。其中两个小组正在准备在初中和高中阶段教授科学。第三组正在准备在中学教授科学。在VSR访谈中，应用了反射循环分析来检测反射。结果表明，采用VSR的方法可以在所有三个组中进行反思。讨论了VSR的功能和约束以及促进者的作用。