ABSTRACT
Reflective practice in teacher education demands the careful observation of different learning situations, often without making expectations explicit for pre-service teachers. Drawing on the concept of semantic waves from Legitimation Code Theory (LCT), i.e., shifts between everyday and more technical knowledge, this chapter reports on a genre-based approach to scaffold reflective practice not only in writing, but also in classroom discussions. In a course on multimodal literacy development, this learning pathway was supported by writing tasks and collaborative dialogues built around museum visits. This semester-long scaffolded learning pathway shows the impact semantic waves embedded into explicit genre-pedagogy had on the students’ understanding of the demands of a reflective task. Based on the qualitative analysis of the texts collected at the end of the course, the students were found to reflect on their museum experiences from a pedagogical perspective, thinking about how those can inform their teaching practice in new contexts and classrooms.
