Reflection on the Teaching Practice Experience of Students of Teacher Education Programmes

Abstract

The purpose of this study is to examine in detail the reflections on pedagogical practice of undergraduate student teachers. The intention is to explore students' reflections on their pedagogical practice at its various stages, the factors influencing these reflections and students’ self-reflection in the context of their future teaching profession. A qualitative research methodology was employed. Data were obtained through content analysis of written reflections of pedagogical practice experiences. Data analysis was conducted using the grounded theory method, which involved three phases: open coding, axial coding, and selective coding. The study population consisted of 143 students of teacher education programmes at the Faculty of Education, Comenius University in Bratislava, who carried out their pedagogical practice in the academic year 2023–2024. The analysis of reflections revealed key concepts and their interrelationships in students' thinking about pedagogical practice. This paper contributes to the understanding of the impact of reflective pedagogical practice on students' thinking about their future profession. The results suggest that reflective pedagogical practice is important for the professional development of student teachers and the linking of theoretical knowledge with practical experience. The study highlights the role of supervising teachers as role models who significantly shape the professional identity and motivation of future teachers.