Abstract
Reflection is an important teacher education concept. There has been a plethora of
research on the connotation and implementation of the concept and this has been going
on. The present paper, part of a larger study, conducted during my PhD research, presents
university tutors’ and student teachers’ perceptions about possible impediments in the way
of its implementation in a one year pre-service postgraduate teacher education programme
at university in the United Kingdom. Main findings from this qualitative case study reveal
that a diverse range of factors hinder the way of proper conceptualisation and
implementation of reflection. Lack of time and the amount of work to be covered during the
programme came out as main impediments to the proper development of reflection among
student teachers. Other hindrances pointed out by participants included issues such as rigid
and centralised structures of practicum schools, student teachers’ tendency to focus on
learning tips, particular pre-conceptions and attitudes of student teachers, tutors, co-tutors
and course co-ordinators, particular cultures of school departments, and lack of
coordination between school and university tutors. Interestingly, theoretical and/or
definitional issues were rarely pointed out as possible hindrance with regard to reflection
either by university tutors or student teachers. This has important implications for the
conceptualisation and implementation of the concept in this and similar programmes.
