Supporting collaborative reflection in teacher education: a case study

Abstract

The aim of this paper is to understand how certain educationalsupports promote preservice teachers'learning to reflect in col-laborative settings. To address this issue, we present a case studyon collaborative reflection among 14 preservice teachers and oneteacher educator over the course offive weekly consecutivesessions. The results suggest that collaborative reflection can besupported by organizing the process according to a twofolddynamic: from analysis to synthesis, and from open facilitationto directive facilitation. Six different types of assistance related tothis dynamic, and provided by the teacher educator, are identi-fied and qualitatively described: framing, oppositional voice,counterpoising alternatives, asking for the dilemma, problematiz-ing, and modelling