Is Reflection Impossible when Externally Induced and Graded?

A Qualitative Study with Teacher Trainees in Long Term School Internships

Abstract

The importance of reflection in teacher training rises with more and prolonged school internships in Germany to prevent students from simply imitating behavior they experience when in school and the classroom. At the University of Bielefeld, there are special seminars to accompany students in their practical year and give the opportunity for theory-based reflection. These seminars are graded, which is seen as aversive to reflective practice.

In the interview study, students were asked to share their experiences about learning opportunities in their longterm internship and the accompanying university seminars. The results show that although reflection and grading are in a problematic tension, students find ways to use this setting as learning opportunity.