Professional development through reflection in teacher education
Abstract This article investigates primary school student teachers' practicum related reflections. The data consists of the portfolio writings of 13 students. A thematic analysis approach was used to investigate the content and level of students' reflection and how it contributed to their practical theory and professional development. The results show that practical theories were developed throughout the education programme. Students' reflections gradually broadened and deepened but remained primarily descriptive. Reflection, feedback and specific issues concerning each practicum promoted the development of practical theories. These results suggest that supporting student teachers' reflective skills can impact positively on their professional development.