Learning to ask, listen, and analyse: using structured interviewing assignments to develop reflection in preservice science teachers

In this paper we report on work done with preservice science teachers in a course that aims to increase students’ abilities to reflect on their own pedagogical understandings. The course is part of a teacher education programme that embraces a constructivist philosophy and hopes to generate teachers able to help their future pupils learn science content and processes with greater depth of understanding than is too typically the case. Our paper begins with a description of the context of the course and a clarification of the notion of reflection. We move on to consider the interviewing activities that are designed to increase students’ understanding and reflection. In presenting the results of these activities we identify not only the kinds of understandings students developed but also what we as teachers learned and discuss some of the problems and dilemmas encountered in teaching this course.

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