Using Learning Theory to Guide Reflection during School Experience

摘要: Abstract Reflection has been considered a key aspect that should be included in teacher‐education programmes. There have also recent calls to base teacher education on constructivist principles of learning. In this study, reflective‐school‐experience component was integrated into curriculum subject, using learning theory as guide. It shows how these two constructs may brought together practice. The used is explained, and relationships teaching are explored. Teacher interventions derived from the provided guidelines for placement operation school experience, encouraging reflection about both experience classwork. An evaluation subject conducted variety data. Selected findings discussed, success influencing cognitive affective outcomes role indications occurrence by students als...