A basic condition for teachers developing their personal theory about teaching and utilising their knowledge in practice and perceiving and managing the complexity of the teaching process, is their ability to analyse the teaching process and to reflect on it. The research data presented in this article comes from research carried out, during which the role of field experience in teachers training was examined, and in particular to what extent and under what conditions field experience contributes to developing the ability of teachers to analyse and evaluate the teaching process. To answer those questions, information was primarily obtained from reflection reports prepared by trainee teachers (N=68) after they had completed their field experience. One initial conclusion arising from the research is that trainee teachers find it difficult during their field experience to reflect on their teaching and when they do so, their reflection focuses on very specific topics, and is primarily technocratic in nature. The content, form, depth and general method of reflection among trainee teachers appears to be affected (a) by the personal profile of each trainee teacher and (b) by the way in which field experience is organised. A systematic description of the content and potential types of reflection provides us with a clear framework which can be utilised as a springboard by trainee teachers and full-time teachers to approach the task of teaching from a reflective perspective. The research data generated is significant for planning training courses for teachers and in particular for planning and organising work experience.
Liakopoulou, M. (2012). The Role of Field Experience in the Preparation of Reflective Teachers. Australian Journal of Teacher Education, 37(6). https://doi.org/10.14221/ajte.2012v37n6.4