PRE-SERVICE TEACHERS’ RESISTANCE PRACTICES TO REFLECTION

Abstract

ABSTRACT. Educational preparation programs emphasize the importance of reflection in order to learn and promote preservice students’ teaching. In the current research, five first year pre-service students who participated in a collective reflective discourse, in a small group in one of the educational colleges in Israel, expressed solid resistance to reflection. The aim of the research was to expose these resistance practices. The research question is: What resistance practices to reflection are used by primary school pre-service teachers (PST) at the beginning of the first preparation year? The research findings showed that the pre-service teachers (PST) used the following resistance practices in order to express their resistance to reflection: discursive practices of negative sentences, using examples from their previous experience to reflection as useless and accusing the pedagogical instructor; behavioral practices of their discourse manner and types of laughter. This article will start with a literature review on: reflection in teachers’ education, and pre-service teachers’ resistance practices. Next, there will be a description of the collective reflective discourse in a small group, followed by qualitative content analysis and findings. Finally, conclusions will be added and discussed.

Keywords

• reflection
• resistance practices
• pre-service teachers