Educational assistance to improve reflective practice among student teachers
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Recent educational research suggests that joint reflection can enhance student teachers’ reflections on their own practice if they have adequate tutor support. This study aims to identify and characterize the assistance offered by college tutors in situations of joint reflection and analyses their
contribution to the development of students’ ability to reflect on their teaching practice. More specifically, we aim to identify the kind of tutor assistance that best helps students to develop their reflective capacity and to understand the situations they encounter during teaching practice.