Supporting student teachers’ reflective attitude and research-oriented stance

Following a major shift in Swiss teacher education in the 1990s, teachers are now educated at the university level with a more research-oriented focus than before the reform. Furthermore, the curriculum in teacher education is not only more academically oriented, but also concurrently practice-focused. Swiss student teachers are highly involved in the clinical practical component from the outset. This approach provides more learning opportunities that help to strengthen the relationship between theory and practice. Prior to the reform, reflection on teaching was mainly incorporated into practical training. However, since the reform, reflection has been strongly embedded in the entire curriculum in order to support student teachers’ reflective competence. The aim of this article is to discuss how students can be supported in developing a reflective attitude and a research-oriented stance, which have traditionally been seen as core elements of professional development. Three learning settings are presented, ranging from a more traditional approach to conducting research, to a current video-based training programme. Finally, consequences for teacher education are discussed