Browsing by Subject "reflektion-för-handling"

There’s a discrepancy between what class teacher students learn during their educational programs and the reality they face in the classroom. Oftentimes class teachers are not prepared for the complexity of the classroom. This corresponds with the difference between theory and practice. Hardly any theory can be applied directly. Here, reflection can form a bridge between the contends of the education program and the real-life teacher practice. In this study I have examined how simulation as a method supports pre-service teachers' reflections, and more specifically what kind of reflections simulation induces in them. The methods I have used are threefold: observation, stimulated recall and interviewing. The study was structured in such a way that it corresponds reflection-in-action, reflection-on-action and reflection-for-action. I observed and recorded students when they were engaging in a simulation, afterwards we discussed the reflections the simulation brought about, and lastly, I interviewed them about the implications of carrying out the simulation for the future. The study showed that simulation induces refection on a technical, practical as well as critical level. On all three levels the number of themes was about the same. When comparing the different forms of reflection, one could say that simulation induced certain themes, and that these themes were discussed in more depth during the discussion afterwards. In the light of the results, simulation would be a useful addition to internships for students to develop reflective skills in teacher education.