Developing student teachers' reflectivity in a kindergarten teacher education programme

In the past ten years there has been a move in the preparation of teachers either at preservice stage or inservice stage from a competence-based teacher education towards a reflection-focused teacher education programme. The present study is an initial attempt to explore the problems and issues in the process of developing reflectivity among practicing kindergarten teachers through an inservice teacher education programme. We shall limit our study to examine closely the effectiveness of “collegial support” through peer interaction and observation in developing and promoting reflective skills and dispositions among kindergarten teachers. Five pairs of student teachers will be invited to join the study, and the background of the students teachers will be controlled. Each member of the five pairs will take turn to visit their partners’ schools and observe the teaching and learning situation. Post observation discussion will be arranged in order to provide a secure and cosy interactional environment for the student teachers to reflect upon their own practice. All of the teaching and post-observation interaction will be audio-taped for further analysis. It is likely that “collegial support” is an important element in providing the student teachers, first, a non-threatening environment, and second, a partner relationship in enhancing the student teachers’ reflectivity.