Reflection on teaching: Factors affecting changes in the cognitions and practice of student teachers

Year: 1994

Author: Goos, Merrilyn, Evans, Glen, Galbraith, Peter

Type of paper: Abstract refereed

Teacher education programs frequently advocate reflection as a way of learning, without always specifying how reflective analyses of one's own teaching should be carried out.

This paper examines the role of a mentor as a reflective agent in eliciting and structuring student teachers' verbal reflections on particular lessons they had taught, and traces in detail the effect of the mentor's assistance on one student's cognitions and practice. Relationships between the mentor's actions, students' perceptions of their developing teaching skills, and constraints within the practice teaching context are also explored so as to identify factors which influenced the extent to which students benefited from the mentor's intervention.