Theoretical courses’ potential contribution to reflective practice in teacher education
This study examines the prescribed content of theoretical courses in an attempt to pinpoint their potential contribution to the reflective practice of students enrolled in teacher education. In this context, courses are regarded as opportunities to provide knowledge that can nourish students’ reflective practice, but also as a source of avenues to help guide students’ analysis of issues. Based on a conceptualization rooted in a rereading of reflectivity, a content analysis was performed on course outlines using a matrix that leveraged modelling to cross-reference the issues addressed, or regulation systems, with the fields of investigation, or reflective scopes.