Interdisciplinary Journal of Environmental and Science Education

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
Research Article

Interdisciplinary Journal of Environmental and Science Education, 2022 - Volume 18 Issue 1, Article No: e2262
https://doi.org/10.21601/ijese/11364

Published Online: 25 Nov 2021

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APA 6th edition
In-text citation: (Kayima, 2022)
Reference: Kayima, F. (2022). The Role of Reflective Practice in Mediating Development of Pre-Service Science Teachers’ Professional and Classroom Knowledge. Interdisciplinary Journal of Environmental and Science Education, 18(1), e2262. https://doi.org/10.21601/ijese/11364
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In-text citation: (1), (2), (3), etc.
Reference: Kayima F. The Role of Reflective Practice in Mediating Development of Pre-Service Science Teachers’ Professional and Classroom Knowledge. INTERDISCIP J ENV SCI ED. 2022;18(1):e2262. https://doi.org/10.21601/ijese/11364
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Kayima F. The Role of Reflective Practice in Mediating Development of Pre-Service Science Teachers’ Professional and Classroom Knowledge. INTERDISCIP J ENV SCI ED. 2022;18(1), e2262. https://doi.org/10.21601/ijese/11364
Chicago
In-text citation: (Kayima, 2022)
Reference: Kayima, Festo. "The Role of Reflective Practice in Mediating Development of Pre-Service Science Teachers’ Professional and Classroom Knowledge". Interdisciplinary Journal of Environmental and Science Education 2022 18 no. 1 (2022): e2262. https://doi.org/10.21601/ijese/11364
Harvard
In-text citation: (Kayima, 2022)
Reference: Kayima, F. (2022). The Role of Reflective Practice in Mediating Development of Pre-Service Science Teachers’ Professional and Classroom Knowledge. Interdisciplinary Journal of Environmental and Science Education, 18(1), e2262. https://doi.org/10.21601/ijese/11364
MLA
In-text citation: (Kayima, 2022)
Reference: Kayima, Festo "The Role of Reflective Practice in Mediating Development of Pre-Service Science Teachers’ Professional and Classroom Knowledge". Interdisciplinary Journal of Environmental and Science Education, vol. 18, no. 1, 2022, e2262. https://doi.org/10.21601/ijese/11364
ABSTRACT
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.
KEYWORDS
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