Mirrors, reflections and refractions: the contribution of microteaching to reflective practice

Citation

I'Anson J, Rodrigues S & Wilson G (2003) Mirrors, reflections and refractions: the contribution of microteaching to reflective practice. European Journal of Teacher Education, 26 (2), pp. 189-199. https://doi.org/10.1080/0261976032000088729

Abstract
This paper considers a range of strategies that can be used to promote reflection. We focus on microteaching as a vehicle for enabling students to become aware of their values, attitudes and assumptions about learning as these are enacted within microteaching. The subsequent feedback becomes a dialogue between student, peer, teacher fellow and tutor that provides different refractions of this practice and contributes to the development of reflection which we characterise in terms of pre-critical, internalised and hypothetical thresholds. At the pre-critical threshold a practitioner concentrates on their technical competence, using trial and error or survival strategies to manage time, resources and pupils. Practitioners apply more mentally rehearsed operations to address new situations within the internalised threshold. A practitioner operating on hypothetical issues works within the hypothetical threshold and may not have experiences of events to inform hypothetical situations, but is in a position to manage uncertainty.

Journal
European Journal of Teacher Education: Volume 26, Issue 2