ABSTRACT

Reflection is recognised as a significant goal in teacher education. Digital portfolios have considerable potential for developing teacher reflective capacities, but more research is needed for documenting the content and quality of the reflections within it and for understanding the factors related to its occurrence. Many schemes of analyses have been developed. However, they do not accord sufficient attention to the situated nature of reflection and the sociocultural context within which reflection occurs. In this study, we seek to analyse and understand student teacher reflections as captured in digital portfolios. We propose using a lens that combines a framework on types of reflection with a situative perspective. Results suggest that student teachers do not typically reflect at deep levels, unless the situation legitimizes or privileges it, even if they may be able to do so. Findings are discussed in relation to contextual factors. It is surmised that student teacher reflections may be tied to the sociocultural context in which they learn and in which reflection is enacted.

摘要

反思被认为是教师教育的一个重要目标。数字作品集在培养教师反思能力方面具有相当大的潜力，但需要更多的研究来记录其中反思的内容和质量，并了解与其发生相关的因素。已经开发了许多分析方案。然而，他们没有对反思的情境性质和反思发生的社会文化背景给予足够的关注。在这项研究中，我们试图分析和理解数字档案中捕捉到的学生教师的反思。我们建议使用将反射类型框架与情境视角相结合的镜头。结果表明，学生教师通常不会进行深层次的反思，除非情况使其合法化或享有特权，即使他们有能力这样做。研究结果与背景因素相关。据推测，学生教师的反思可能与他们学习和反思的社会文化背景有关。