Becoming reflective during field experiences

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Faculty of Education, UWIMona, Jamaica


The study reported here was originally undertaken in order to examine a recently introduced model of teaching, the most salient feature of which was the lack of a formal role for the classroom teacher. In this paper, the data are re-analysed to consider their potential for fostering reflectivity. The data are taken from a larger study of a four-week practicum engaged in during the second year of a three-year teacher education programme in Jamaica. Information is provided on the structure of student teaching, and the characteristics of the placement site. The research design and the method of data collection and analysis are described. The findings are presented and the ways in which this model fosters and hinders reflection are discussed


Special issue of Caribbean Journal of Education, vol. 15, nos. 1&2, 1988

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