Unpacking Reflection in Teacher Education: How Teacher Candidates Perceive, Experience, and Develop Reflective Practice

Abstract

This qualitative study examines the role of reflective practice in the development of teacher candidates within one Initial Teacher Education (ITE) program in Ontario. Grounded in a constructivist paradigm, the study explores how reflection serves as a bridge between theoretical knowledge and practical teaching experiences, enabling teacher candidates to develop adaptive expertise, critical pedagogical skills, and professional identity. The research was conducted in 2024, nearly a decade after the implementation of Ontario's Enhanced ITE, which expanded program duration and emphasized reflective practice as a cornerstone of teacher preparation.

The study employs a case study methodology, using data from semi-structured interviews, reflective journals, and program documents. Guided by a conceptual framework emphasizing the interplay between theory and practice, data analysis followed an iterative, thematic approach to explore teacher candidates' perceptions and enactments of reflective practices.

Findings reveal that teacher candidates' perceptions of reflection center on its role as a continuous learning and problem-solving tool, while highlighting tensions between formal, program-mandated reflections and informal, self-directed practices. Participants were able to bridge theory and practice, but their critical reflections were less frequent. This research, I conclude, highlights reflective practice as a vital mechanism for professional growth in teacher education. It underscores the need for context-sensitive approach that connects teacher candidates' lived experiences with the realities of classroom teaching. By integrating meaningful reflection into both coursework and practicum experiences, ITE programs can better prepare socially responsive, adaptive, and equity-focused educators, bridging the gap between theory and practice and fostering lifelong professional development.