Student teachers are expected to learn from experience in order to become reflective practitioners and to achieve Qualified Teacher Status. This is a study of student teachers’ ability to reflect on their experience of teaching. This thesis is a qualitative study which forms one part of a longitudinal action research project studying whether and how different reflective learning activities introduced into a PGCE programme promote reflection and increase the capacity to learn. It takes an interpretative approach, generating qualitative data on the processes of reflection of students relating to their teacher training. The study took place over a one-year period in one teacher training institution. There were 13 participants aged 22 or 23 years, who were all taking a post-graduate route into teaching Physical Education. The data arose from student responses to different reflective learning activities and subsequent interviews followed by an evaluation of the effectiveness of the overall learning strategy.
|Date of Award||Feb 2016|