ABSTRACT
In this chapter I will discuss the process of helping student teachers reflect on their experiences, with the emphasis on experiences in teaching practice.
Previous chapters have already clarified what the “ideal” process of reflection could look like (see sections 3.7 and 4.8). To describe this process, the ALACT model has been introduced, consisting of five recurring phases:
1. Action
2. Looking back on the action
3. Awareness of essential aspects
4. Creating alternative methods of action
5. Trial
The final goal of promoting reflection, in my view, should be that the teacher is able to go through the cycles of the ALACT model independently. In other words, it is not sufficient in teacher education to have student teachers reflect, but it is neces-
sary that they learn how to reflect on their own, without the help of a supervisor.1 This equips them with a so-called growth competence: the ability to continue to develop independently when the preparation program is over (see also section 3.9). Here the word “independently” does not mean “individually.” Independent learners are able to direct and monitor their own development and to do so in collaboration with others. They are also able to ask for help based on an awareness of their own learning needs and the phases successfully completed, as well as of the moments in which they need support or feedback.
