Writing Reflectively in Initial Teacher Education: Laying Foundations for Career-long Professional Learning

Abstract

Reflective practice is a hallmark of many teacher education programmes and a means of moving students from novice to competent status. Reflection can support practical understanding of the out-workings of theory but can also contribute towards the development of the individual teacher’s professional identity. To help support beginning teachers through the often complex and difficult transition from student to practitioner, this study aimed to explore the benefits and challenges faced by beginning teachers in learning to become insightful thinkers and reflective writers. An interpretative, qualitative approach, utilising focus groups, individual semi-structured interviews and documentary analysis in the form of reflective portfolios was employed. Results showed that it was only when students began to think strategically and to systematically document their personal discoveries about teaching, that they were able to appreciate the power of reflective writing as a meaningful endeavour. Collaborating with university tutors and host teachers also helped deepen their understanding of the complicated and nuanced nature of pursuing their unique learning pathways. Going forward, more explicit conversations around meaning and purpose, additional modelling and guided practice around the process of reflective writing are suggested.