Engaging student teachers in reflection through micro teaching and interaction

This article describes and evaluates a microteaching and stimulated recall activity designed to engage novice teachers with reflection. We use data extracts from tutor/student discussions and student assignments to analyse moments of reflection. We look at what aspects of the microteaching lessons caused reflection and how students reflected. Analysis shows that microteaching produced authentic classroom problems or puzzles that stimulated reflection and that a mirror teacher system gave students valuable opportunities for comparison and reflection. Analysis also reveals that interaction in tutor-student discussions also helped student teachers reflect.