ABSTRACT

This paper considers student teachers as reflective practitioners arguing that reflection processes can be established in university pre-service programmes, rather than the more widely acknowledged school practicum. Results from a small-scale study into micro-teaching sessions, where student teachers taught peers, indicate that ‘teachers’ and ‘learners’ benefitted from sharing knowledge, and from reflection afterwards, evaluating teaching and learning approaches and considering strategies for future practice. Increased confidence, teamwork and appreciation of practical considerations: organisation, planning and resources were all highlighted by students after the sessions. We conclude that stimulating reflection in the university setting through peer teaching offers a helpful perspective for teacher educators, so that during school practicum, students can interrogate their practice effectively, enhancing their pedagogy. We also raise questions about theory-informed practice and its role in reflection.

摘要

本文认为学生教师是反思型从业者，他们认为反思过程可以在大学的职前课程中建立，而不是在更为广泛认可的学校实践中建立。一项由小型教学研究组成的小型研究的结果表明，“教师”和“学习者”受益于知识共享，事后反思，评估教与学方法以及考虑未来实践的策略，从而在“教师”和“学习者”中受益。增强信心，团队合作精神和对实际考虑的重视：会议结束后，学生将着重强调组织，计划和资源。我们得出的结论是，通过同伴教学激发大学环境中的反思为教师教育者提供了有用的视角，因此在学校实习期间，学生可以有效地审视自己的实践，从而加强他们的教学法。我们还提出有关理论知情实践及其反思作用的问题。