engleski

Reflection on Practice as a Lifelong Learning Process: A Survey of the Views of Croatian Preschool Student Teachers

Reflection can be defined as „a process of reviewing an experience of practice in order to describe, analyse, evaluate and to inform learning about practice „ (Reid, 1993, p.305). Reflection on practice therefore can be conceptualised as lifelong learning – a form of learning and thinking, a meaningful self- evaluation, about one's action or practice might be improved: it is about continuous review of practice experience with a view to improving practice or achieving positive change. Reflection on practice is important for experienced teachers as it is for student teachers. In Croatia, „teaching“ preschool student teachers how to reflect on practice during their in-service training experience is often regarded as the „first step“ towards developing reflective practitioners and in preparing them for careers in early-years education. All these explain perhaps why a requirement to undergo specific training for in-service professional education and training for preschool teachers. The aim of this brief paper is to present the results of a survey of preschool student teacher’s view about their training on the methods of reflective practice. The analysis of the results suggests that a majority of preschool student teachers considered reflective practice as lifelong learning process. It is also clear that students preferred to use a particular reflective method – i.e. verbalizing their thoughts to peer – over a methods such as written notes and audio/ video recording.

Reflection on/ Reflective practice ; Training methods ; Lifelong learning

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