REFLECTION ON TEACHING: FACTORS AFFECTING CHANGES IN THE COGNITIONS AND PRACTICE OF STUDENT TEACHERS
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Abstract
Teacher education programs frequently advocate reflection as a way of learning, without always specifying how reflective analyses of oneis own teaching should be carried out. This paper examines the role of a mentor as a reflective agent in eliciting and structuring student teachersi verbal reflections on particular lessons they had taught, and traces in detail the effect of the mentoris assistance on one studentis cognitions and practice. Relationships between the mentoris actions, studentsi perceptions of their developing teaching skills, and constraints within the practice teaching context are also explored so as to identify factors which influenced the extent to which students benefited from the mentoris intervention.