Recognizing Ways to Improve the Reflection Competence of Teacher-Students in Practicum Learning Environments

The aim of this study was to review and synthesize the research in the field of supporting the improvement of reflection. A keyword search, followed by a filter using inclusion criteria, identified twenty-six peer-reviewed journal articles from the past ten years (2008-2018). Results categorized in the two major categories including the supporting methods and supportive technological tools. Identified supportive methods were introduced in three categories of recognizing the incoherent situation(presenting the incoherent situation, and exploring the incoherent situation), deepening the reflective discussions(guiding prompts, questioning the ideas, providing the different perspectives, highlighting the conflicts, questioning prompts, and evaluation prompts), and recognizing the change(retrospective and prospective methods). Supporting technological tools include documentary and data management tools, content delivering and preparing tools, and reflection producing tools. Applying these methods and tools, University teachers can improve their students’ level of reflection.