This chapter largely draws on a recent research study which elicited perspectives from pre-service teachers across each of the four years of the degree from a regional university in Australia. This chapter captures the perspectives of 15 pre-service teachers gathered in indepth interviews in the second phase of a larger study. The chapter examines the particular reflection practices in the architecture of the BEd Primary course, uncovering the complexities, the constraints and affordances of reflection in relation to how pre-service teachers understand the nature of reflection from their experiences of it in the university sector. The chapter also explores pre-service teachers' perceptions about the relevance of reflection to the profession in the 'real' world and how it connected them personally to life as a teacher, since how reflection is viewed determines not only its effectiveness, but configures in its utility, sustainability and portability. Not only does the chapter address important questions about praxis development and the opportunities for praxis to emerge as students engage in reflective practices about their own learning, it centralises the importance of the student's voice as they articulate their perspectives about 'reflection' which is informed by their experiences of it at university.
|Title of host publication||Enabling Praxis|
|Subtitle of host publication||Challenges for Education|
|Editors||Stephen Kemmis, Tracey J Smith|
|Place of Publication||Rotterdam - The Netherlands|
|Number of pages||24|
|Publication status||Published - 2008|