Search results for: Mena-Marcos Juanjo

The purpose of this study is to explore how deliberate reflection by student teachers is encouraged as a way to prepare, analyse and evaluate their practice. Three main types of knowledge were produced by the student teachers through deliberate reflection (appraisals, rules and artefacts). A relationship was found between producing high levels of knowledge and precision of reflective statements. The authors interpret this to mean that while deliberate reflection can support the construction of professional knowledge, this only rarely occurs.