ABSTRACT
Reflection is much used in teacher education in many parts of the world, including in South Africa. However, the notion of reflection is often loosely defined, with differing understandings of its nature, purpose, and curriculum implications. This article explores how teacher educators and student teachers at four South African universities offering the Bachelor of Education (Foundation Phase) understood and implemented the notion of reflection in their teacher education programmes. Interviews were conducted with 24 senior student teachers and 8 teacher educators. The study revealed disparate views of both teacher educators and student teachers of the nature, purpose, and practices of reflective practice. For most interviewees, the emphasis on reflection lay within a technical rational approach of improving teaching, rather than a critical approach of locating education within a wider social context. Against the background of the many challenges in South African schooling, we argue that critical reflection is a means to encourage student teachers to become more independent and socially committed teachers. We present a case for the concept and practices of reflection to be more purposefully explored by teacher educators, in order to contribute towards continued agency and transformation in education.
