A1 Journal article (refereed)
Opettajaopiskelijoiden reflektointiosaamisen kehittäminen (2023)

Kostiainen, E., Aalto, E., Hiljanen, M., & Tallavaara, R. (2023). Opettajaopiskelijoiden reflektointiosaamisen kehittäminen. Yliopistopedagogiikka, 30(1). https://lehti.yliopistopedagogiikka.fi/2023/06/22/opettajaopiskelijoiden-reflektointiosaamisen-kehittaminen/

JYU authors or editors

Publication details

All authors or editors: Kostiainen, Emma; Aalto, Eija; Hiljanen, Mikko; Tallavaara, Riitta

Journal or series: Yliopistopedagogiikka

eISSN: 2242-8070

Publication year: 2023

Publication date: 22/06/2023

Volume: 30

Issue number: 1

Publisher: Yliopistopedagogiikan asiantuntija- ja yhteistyöverkosto Peda-forum

Publication country: Finland

Publication language: Finnish

Persistent website address: https://lehti.yliopistopedagogiikka.fi/2023/06/22/opettajaopiskelijoiden-reflektointiosaamisen-kehittaminen/

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/88329

Additional information: Tieteellisiä artikkeleita

Abstract

Reflection is essential for teachers’ professional development and it should be improved in teacher education studies. Through reflection, it is possible to challenge thinking and develop the ability to understand the complexity of teaching and education practices. Developing teacher students’ competence in reflection in teacher education is difficult, as reflection is a conceptually complex phenomenon and the development of methods that support it is challenging. The understanding about reflection can be ambiguous among the teacher educators who guide reflection. The aim of this study is to examine student teachers’ perceptions of their competence in reflection. A reflection model was piloted and developed in two groups of classroom teacher students, with the support of which students were guided in their reflection during the first year of studies. The data includes students’ (N=24) written descriptions of what kind of reflection their written learning task, which requires reflection, embodies. The data was analysed by qualitative content analysis with two stages. The results show that student teachers benefit from the explicit teaching of reflection skills and are able to improve their reflection. The reflection model concretizes the concept of reflection and guides both one’s own thinking and the structure of an academic, multi voiced discourse.

Keywords: teacher training; class teachers; students; reflection (cognitive processes); know-how; professional development

Contributing organizations

Ministry reporting: Yes

VIRTA submission year: 2023

JUFO rating: 1