Student perceptions of feedback as an aid to reflection

Crichton, H. and Valdera-Gil, F. (2015) Student perceptions of feedback as an aid to reflection. European Journal of Teacher Education, 38(4), pp. 512-524. (doi:10.1080/02619768.2015.1056911)

107281.pdf - Accepted Version



Since Schön’s influential work on reflective practice reflection has been prioritised in teacher education programmes internationally. The research described in this paper examined the development of postgraduate student teachers’ reflective processes in their first school placement. 25 students were asked to write an account of their evolution in an area of their teaching, and how they were supported to evaluate lessons and reflect on their practice. Subsequently, a sample was interviewed to explore themes arising from the essays. In describing their development of a reflective perspective, the students identified useful feedback from three main sources: mentors, peers and pupils. Although the research took place within a Scottish context, the different roles that feedback played in the development of reflection should be of interest to teacher educators and student teachers internationally, as it could be argued that beginning teachers in every country face similar issues relating to reflection.

Item Type:Articles
Additional Information:This is an Accepted Manuscript of an article published by Taylor and Francis Group in European Journal of Teacher Education on 08/07/2015, available online:
Glasgow Author(s) Enlighten ID:Valdera-Gil, Mr Francisco and Crichton, Dr Hazel
Authors: Crichton, H., and Valdera-Gil, F.
College/School:College of Social Sciences > School of Education > Pedagogy Policy and Practice
Journal Name:European Journal of Teacher Education
ISSN (Online):1469-5928
Copyright Holders:Copyright © 2015 Association for Teacher Education in Europe
First Published:First published in European Journal of Teacher Education 2015 38(4):512-524
Publisher Policy:Reproduced in accordance with the copyright policy of the publisher

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