How to Support the Development of Teachers’ Practical Knowledge: Comparing Different Conditions

Abstract

Abstract Student teachers often experience difficulties in relating theories taught in teacher education institutes to the actual teaching practice. In this study, we present a guided reflection procedure that aims to support student teachers in developingknowledgebased ontheir practical experiences and linking this with research-generated knowledge. Twenty-one student teachers at a university in Estonia implemented the procedure. They each recorded theirlesson, selected two incidents for further reflection, andcarried out an oral and writtenreflection. We investigated differences in student teachers’ practical knowledgei)as revealed in oral and written reflections; ii) across different teacher education curricula; iii)depending on the conditions of oral reflection. The findings suggest that the procedure supports the development of practical knowledge.