The Role of Reflective Practice in Mediating Development of Pre-Service Science Teachers’ Professional and Classroom Knowledge
Festo Kayima 1 *
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1 Department of Teacher Education, Norwegian University of Science and Technology, NORWAY* Corresponding Author


The present study explores the potential of reflective practice in supporting pre-service teachers’ development of professional and classroom knowledge elements. The exploration process involved pre-service science teachers documenting and discussing their lived teaching experiences during school practice. The overall aim was to establish the effectiveness of reflective writing in promoting a reflection process with which teacher knowledge development could be mediated. From the analysis, strategically enacted reflective writing is a tool that enables a reflection process where trainees’ transitions in thinking about the practice of teaching are visible. Moreover, reflective writing is a potential medium tool for pre-service teachers to articulate and advance their developed assertions about teaching. The importance of negotiating and legitimizing trainees’ emerging perspectives and constructed assertions is discussed.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INTERDISCIP J ENV SCI ED, 2022, Volume 18, Issue 1, Article No: e2262

Publication date: 25 Nov 2021

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