Secondary preservice teachers' critical reflecting practices: examining perceptions of confidence using a two-part reflection

Abstract

PurposeThe purpose of this single case study is to examine secondary-certificate-seeking preservice teachers' (PST) perceptions of their teaching practice.Design/methodology/approachThis single case study used student responses to a two-part reflection assignment to examine what it revealed about PST self-efficacy.FindingsThe findings revealed: (1) PSTs were generally more confident when reflecting in a second reflection assignment, (2) there were points of tension between confidence and unease, (3) there were instances of PSTs with mixed confidence and (4) some PSTs crafted plans for their future teaching. The authors further discuss these findings by exploring how PSTs reflected on their teaching experiences, and the authors reflected on the role of teacher educators in modeling this reflective practice for PSTs.Originality/valueThis study has important implications for teacher preparation programs and teacher educators, particularly those who work with PSTs in clinical experiences.