The Role of Reflective Practice in Mediating Development of Pre-Service Science Teachers’ Professional and Classroom Knowledge

Festo Kayima

doi:10.21601/ijese/11364

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Festo Kayima ¹ ^*

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¹ Department of Teacher Education, Norwegian University of Science and Technology, NORWAY^* Corresponding Author

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

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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, Volume 18, Issue 1, 2022, Article No: e2262

https://doi.org/10.21601/ijese/11364

Publication date: 25 Nov 2021

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How to cite this article

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

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

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

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