Student teachers in England are expected to learn from experience in order to become reflective practitioners and to achieve Qualified Teacher Status. This study is a qualitative project studying whether and how different reflective learning activities introduced into a postgraduate teacher training programme promote reflection and increase the capacity to learn. It takes an interpretative approach, generating qualitative data on the reflection of students and the most effective learning methods. The study took place over a one-year period in one teacher training institution. The data arose from Post Graduate Certificate of Education student teacher responses to different reflective learning activities and subsequent interviews followed by an evaluation of the effectiveness of the overall learning strategy. Of the four activities used to promote reflective learning (discussion groups, action learning sets, journals and interviews), the action learning sets had the most impact on the student teachers’ ability to reflect. The implication for initial teacher training programmes is that providers need to recognise the importance of oral reflection within a communal setting.

中文翻译：

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在英格兰的研究生教师培训计划中引入不同的反思性学习活动如何促进反思并提高学习能力

英格兰的学生教师应从经验中学习，以便成为反思型实践者并获得合格教师地位。本研究是一项定性项目，研究在研究生教师培训计划中引入不同的反思性学习活动是否以及如何促进反思和提高学习能力。它采用解释性方法，生成关于学生反思和最有效学习方法的定性数据。该研究在一家教师培训机构进行了为期一年的研究。数据来自研究生教育证书学生教师对不同反思性学习活动的反应和随后的访谈，然后是对整体学习策略有效性的评估。在用于促进​​反思性学习的四项活动（讨论组、行动学习集、期刊和访谈）中，行动学习集对学生教师的反思能力影响最大。初始教师培训计划的含义是提供者需要认识到在公共环境中口头反思的重要性。