“This article was published in Teaching and Teacher Education, Vol 25 number 8, Authors: Alan Ovens and Richard Tinning, " Reflection as Situated Practice:
A Memory-Work Study of Lived Experience in Teacher Education",
Pages 1125-1131, Copyright Elsevier (November 2009)”.
The aim of this paper is to understand whether student teachers enact reflection differently as they encounter different situations within their teacher education programme.
Group memory-work was used to generate and analyse five participants' memories of learning to teach.
Three different discursive contexts were identified in the students' stories and each demonstrates that students reflexively enact reflection in relation to the discursive nature of the context. The analysis also reveals that critical reflection is possible, but that further attention must be paid to considering how it can be sustained in contexts outside of teacher education.