"What I believe, feel, and think inside emerges in conversation with others": Student feedback and suggestions for implementing reflexivity in teacher education

Abstract

This study examines the participant feedback from pre-service teachers who engaged in the Reflexivity Workshop (RW) during their campus training in religious education (RE). Based on their feedback and key principles of design-based research, which aims to develop design and theories that are useful for practice, the study proposes initial guidance for incorporating reflexivity into RE teacher education. The RW was designed to activate reflexivity, a key concept in RE research related to self-reflection and worldview positionality. Exploring the feedback with attention to what we can learn from their reported experiences and perceived outcomes, the study aims to initiate a discussion on teaching strategies for reflexivity. The feedback comprises data from students enrolled in an integrated 5-year teacher education at four Norwegian universities and includes 76 written responses as well as semi-structured interviews with 11 participants. Findings suggest overall satisfaction with the RW experience and perceived learning outcomes were articulated in relation to reflexivity and core teaching values. Recommendations for practice are suggested.