TECHNIQUES FOR STIMULATING REFLECTION IN TEACHER-EDUCATION SEMINARS

The article describes four techniques which can be used in teacher education seminars in order to stimulate student teachers to reflect on their teaching practice and to promote cognitive change. The techniques are based on Schon's notion of reframing and Van Hiele's theory on levels in thinking. The effects of the techniques were investigated in a group of 18 student teachers at a Dutch university. Some favourable effects were demonstrated, although cognitions of prospective teachers about educational goals seem to be rather resistant to change.