First steps in novice teachers’ reflective activity

Sophia Penso, Edna Shoham, Neomi Shiloah

Research output: Contribution to journalArticlepeer-review


The teacher training programmes prevalent today do not allow the teachers sufficient time for reflection, nor do they usually provide relevant guidelines. The aim of this study is to examine the ability of novice teachers to reflect on their practical experience. In order to answer this need, a workshop was planned, combining the fostering of teaching skills together with reflective processes. The reflective ability of 21 teachers, with 1-3 years experience, was quantitatively and qualitatively evaluated on the basis of their personal journals at two teaching stages, pre- and post-active. The criteria examining the teachers' reflective ability were patterns of reflection, topics reflected upon and the reasoning emerging during reflection. The common type of reflection pattern found was descriptive, and the topics that they focused on were teaching methods and lesson structure, rather than lesson content and management. These findings were similar at both teaching stages. The teachers’ pre-active reasoning on pedagogical decisions focused on the learners, while their post-active reasoning focused on themselves. The present workshop created a supportive community for novice teachers to share their reflections and develop their reflective ability. Furthermore, the study emphasised the need to consider ways of creating opportunities to develop reflective thinking among novice teachers to promote their professional growth.

Original languageEnglish
Pages (from-to)323-338
Number of pages16
JournalTeacher Development
Issue number3
StatePublished - Oct 2001

ASJC Scopus subject areas

  • Education


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