INVESTIGATING SCHOOL PLACEMENT AS AN OPPORTUNITY FOR REFLECTION FOR PROSPECTIVE TEACHERS

Andromachi Filippidi, Vasiliki S. Fotopoulou, Natassa Raikou

Abstract


This paper focuses on documenting the reflections of undergraduate students in the early childhood education programme with regard to their experience with school placement in kindergarten. Their views on the importance of school placement, the implementation of activities they design, the teaching process and the interactions developed in the classroom are studied. A review of responses indicates that most students can attribute the importance of their school placement to a number of factors related, firstly, to the acquisition of experience, but also to more complex factors relating to communication and the interaction of the students themselves with kindergarten children, as well as the link between academic knowledge and its practical application. At the same time, it is highlighted the fact that, through the process of reflection, the students are willing to revise some of their choices while planning and implementing educational activities. In conclusion, it appears that the study of student reflection is a complex “mechanism” which nevertheless appears to be quite significant in preparing future teachers and can contribute to improving the operational framework of practical work experience (school placement), with a direct impact on the feedback to the knowledge they are provided.

 

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school placement, student-teachers, reflection, professional identity

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References


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DOI: http://dx.doi.org/10.46827/ejae.v0i0.2662

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