摘要：Reflectivity is regarded as an indispensable component of teachereducation. Through a reflective teaching/learning model, pre-service teachers mayhave the opportunity to become a reflective practitioner and train their students in amore reflective fashion. With this in mind, 12 pre-service teachers were assigned tokeep reflective journals for a ten-week practicum period. Each week, they wereassigned a new task related to the practicum components involving classroommanagement, lesson planning, micro-teaching, and teachers’ roles. The data obtainedfrom the reflective journals and face-to-face interviews were analysed in accordancewith grounded theory including initial and focused coding. The findings suggest thatthe level of reflectivity of participants mostly remained on the very first level ofreflectivity (Recall Level). Upper levels of reflectivity (Rationalization and ReflectiveLevel) were observed to be rather lower than the Recall Level, implying that suchreflectivity practices require longer stretches of time to gain the habit of reflectivethinking. Also, most of the participants highlighted the contribution of journals to theenhancement of critical reflection.
