The repeated use of reflection throughout their teacher preparation experience can be useful in encouraging growth and improving pedagogical knowledge, teaching performance and professional development among pre-service teachers. This study looks at how the reflective engagement of these teachers in a structured classroom activity reinforces the application of the teaching-learning process in the classroom and enables them to construct meaning from that application. It seeks to identify ways in which the teachers engage in reflection; determine their levels of reflective engagement; examine what they discover about teaching through reflection; and establish how this reflection affects their pedagogical ability.
Rodman, G. J. (2010). Facilitating the Teaching-learning Process Through the Reflective Engagement of Pre-service Teachers. Australian Journal of Teacher Education, 35(2). https://doi.org/10.14221/ajte.2010v35n2.2