Developing reflection in teacher education

In this paper, the development of teacher reflection, as a higher mental function, or psychological tool, is considered within Vygotsky’s cultural-historical theory. Reflection is a systematic, rigorous process of inquiry-based thinking with action, which requires collaboration with others. Its development is onerous, complex and, at times, uncomfortable for both pre- and in-service teachers. Coteaching, during school experience, can provide a mediational means whereby both in-service and pre-service teachers can expand their opportunities for learning and reflection. In terms of the reflection process, our research suggests reflection for, on and in action as units of analysis, coteachers plan, teach and reflect on lessons together.

Within the reflection process, coteachers also reflect on the development of their own reflection, using tools such as Larrivee’s (2008) levels of reflection, an adaptation of Lampert-Shepel’s (1999) model of reflection based on the work of Dewey and Vygotsky, and cogenerative dialogue (Tobin, 2006). As coteaching itself develops from the early stages towards more ‘mature’ coteaching, coteachers are encouraged to reflect for, in and on action firstly as participators in the process of coteaching, then as co-operators, and finally as contributors.