A significant goal of teacher education is to support the development of reflective practitioners. This intention, however, is not easily achieved when after-the-fact recall and reporting are key features of pre-service teacher learning rather than critique and contemplation. This research reports on a small-scale pilot study evaluating a novel approach to help pre-service teachers develop reflective skills in order to both understand and address the requirements of the profession. The approach involved a set of Conversation Cards with a series of question-based prompts directly linked to the APSTs and designed to enhance reflective conversations. Focus group interview discussions unveiled the surprising ways in which the pre-service teachers used the question prompts, not only as tools for reflection but for planning lessons and preparing for professional discussions with mentors. This research provides insight into a creative and meaningful approach for integrating reflection, professional standards and classroom practice through professional experience.
Bradbury, O. J., Fitzgerald, A., & O'Connor, J. P. (2020). Supporting Pre-Service Teachers in Becoming Reflective Practitioners Using Conversation and Professional Standards. Australian Journal of Teacher Education, 45(10). https://doi.org/10.14221/ajte.2020v45n10.2