Effects of Generative Reflection on the Professional Development of Trainee Teachers - Social Representations Emerging from Practicum Tutorials

Oct 15, 2026

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Although reflection is recognized as a driving force for teachers' professional development and is therefore integrated into Initial Teacher Education, its concrete effects remain insufficiently understood. This article examines Social Representations of tutors and practitioners from the IDF at two Chilean universities regarding generative reflection promoted in practicum tutorials. Data from individual and group interviews, analyzed through Grounded Theory, indicate mainly pregenerative effects across self-awareness, practice material changes, and professional identity, with limited evidence linking effects to specific strategies.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Introduction

Research gap and paper aims

Types of impacts on teachers' professional development

Effects of Generative Reflection on the Professional Development of Trainee Teachers: Social Representations Emerging from Practicum Tutorials Andrea Ruffinelli Centro de Investigación Avanzada en Educación, Universidad de Chile, Chile Programa Interdisciplinario de Investigación en Educación (PIIE), Chile Carolina Álvarez Valdés Universidad Finis Terrae, Chile Macarena Salas Aguayo Universidad San Sebastián, Chile Centro Internacional Cabo de Hornos (CHIC)-Pontificia Universidad Católica, Chile Abstract: Although reflection is recognized as a driving force for teachers'professional development, which is the reason for its incorporation into Initial Teacher Education (ITE), there is still little clarity about its effects on teachers'professional development. This article seeks to understand the Social Representations (SR) of tutors and practitioners of the IDF of two Chilean universities, on the effects of reflection, promoted in tutorials and its link with the strategies used to promote it. Individual interviews were conducted with four dyads tutor and pre-service teacher-, and group interviews with tutors and interns. The analysis was inspired by Grounded Theory. The findings show SR around pregenerative effects: in professional self-awareness, material changes in practices, and in the professional identity ofpre service teachers, without associating these effects to concrete strategies. There is evidence of weakness in the promotion of generative effects, linked to new professional knowledge and transformation ofpractice. Keywords: pre-service teacher education; reflection effects; practicum tutorial; generative reflection; social representations. Introduction The significance of research on generative reflection (ReGe 1), understood as reflection that generates new knowledge and impacts professional development (Ruffinelli, 2018; Ruffinelli et al., 2021a, 2021b), is grounded in the propositions of Schön (1992, 1998) . Its importance is further reinforced by the role attributed to it in the literature as a driver of professional development (Correa Molina, 2011), hence its incorporation into Pre-Service Teacher Education 1 Original abbreviation in Spanish. (PTE). Despite the consensus on its relevance for PTE and professional development, research continues to highlight: (a) the limited evidence regarding effective methodologies for its cultivation in PTE (Alper, 2010; Beauchamp, 2015; Concha et al., 2013; Correa Molina et al., 2014; Kaasila & Lauriala, 2012; Russell, 2012),(b) scant information on comprehensive and situated models for developing reflection in these training spaces (Domingo, 2021), and (c) the lack of substantiation regarding how reflective practice influences professional development in PTE (Collin et al., 2013). Ruffinelli (2018) attributes the overemphasis of the concept to an understanding of reflection as a cognitive function that is similar to analysis, rather than as a complex metacognitive process that involves the generation of new knowledge and transformation of practice, which is characteristic ofReGe. The literature also frequently describes strategies and devices for reflective practice (Ruffinelli et al., 2020) but focuses less on the effects of reflection. To address this gap, this paper aims to contribute to understanding the social representations (SR) of tutors2 and their pre-service teachers3 regarding: (a) the effects of the reflection promoted during practicum tutorials4 in PTE on the professional development of preservice teachers, and (b) the connections between the pedagogical strategies deployed to promote reflection and its effects. The objective is also to compare these SR with the existing literature on the effects of reflection on the professional development of pre-service teachers. A review of the advances in the literature regarding the effects of reflection reveals at least four types of impacts on the professional

FAQs

What is the focus of this study?

The study investigates how tutors and pre-service teachers represent the effects of generative reflection promoted during practicum tutorials on professional development, and how these effects connect to strategies used to promote reflection.

How were the data collected and analyzed?

Individual interviews were conducted with four dyads of tutor and pre-service teacher, and group interviews were carried out with tutors and interns. Analysis followed an approach inspired by Grounded Theory.

What kinds of effects does the study report from generative reflection?

Findings show social representations of mainly pregenerative effects, including professional self-awareness, material changes in practices, and shifts in professional identity, without associating these effects with specific strategies.

Oct 15, 2026

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