INTERDISCIPLINARY JOURNAL OF ENVIRONMENTAL AND SCIENCE EDUCATION
Research Article

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(1), e2262, https://doi.org/10.21601/ijese/11364
Full Text (PDF)

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

reflective practice professional & classroom knowledge teacher assertions school practice non-routine teaching situations

CITATION (APA)

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
Harvard
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
Vancouver
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
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
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
MLA
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

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