Unveiling the reflective path of pre-service teachers: A yearlong action research study in Physical Education settings

Abstract

The main aim of this thesis was to investigate how pre-service teachers (PSTs) developed critical reflection during their practicum in Physical Education, using a longitudinal action-research (AR) design, and to examine the role of an external facilitator (EF) in this process. Participants were six PSTs and one EF who took on the dual role of EF and researcher. An eclectic methodology was used for data collection, integrating focus group interviews, written reflective diaries, and participant observation, which were analyzed through Thematic Analysis. This approach allowed the EF to intervene in an intentional, cyclical, contextualized, and interactive fashion, adapting their support to the specific needs of the PSTs over time. The study highlighted that deconstructing and resignifying the main concepts allocated to reflection by the PSTs, creating a friendly and inviting environment for the establishment of reflective conversations, and implementing pedagogical strategies (i.e., questioning, peer observation, and written reflection) were catalyst for the development of critical reflection in the PSTs. Particularly, the use of questioning enabled the PSTs to consider multiple perspectives, while combining peer observation with written reflection strengthened their ability to reflect on different moments and incorporate self-awareness into the reflection process. This effort allowed them to adopt a critical perspective in analyzing themselves and the emerging problems of their own practice. As the capacity for reflection is essential for teachers' professional development, the results suggest the need for teacher education programs to explicitly and structurally develop reflective skills, as they will be stimulated to interpret practice over time, through a process of reflection that is intrinsically perceived and assumed.