Rethinking reflective practices in teacher education through looking at in-service teachers’ experiences

ABSTRACT

This qualitative study explored four in-service teachers’ experiences regarding their reflective practices during their student teaching experiences in the graduate program in special education. The data sources included document analysis of journal writings and self-evaluation of videotaped lessons and a semi-structured interview upon com- pletion of the student teaching experience. The findings of this study reveal how reflective practices were useful in acknowledging the need to constantly reflect as a way of sharpening teaching skills and enhancing their professional development. Also, it revealed how in-service teachers may bring other educational and pro- fessional experiences to their approach to reflection in teaching. This study suggested ways for teacher educators to enhance reflective practices as well as rethink and reframe teacher preparation programs.