Αναστοχασμός υποψήφιων εκπαιδευτικών για την πρακτική άσκηση : μία πρώτη προσπάθειαPart of : Επιστήμες Αγωγής ; No.1, 2006, pages 87-97
Student teaching is considered by prospective teachers as the most significant factor in their educational program. Researchers point out the need to understand the nature of student teachers reflective thinking, with respect to their student teaching, as a prerequisite for improving student teaching. This study outlines one approach to developing preservice teachers as reflective practitioners. 180 fourth grade students of Primary Education Department, from University of Thrace and Thessaly, were asked to keep a journal during their teaching practice, in the primary schools, based on the following sections: a) classroom management and b) feelings about their teaching experience. The search for this type of information is based on the assumption that the feedback that comes from the students comprises the substantive factor, in relation to evaluation and improvement of their training programs.