Source: Asia-Pacific Journal of Teacher Education, Volume 41, Issue 2, 2013, pages 159-172.
This article reports on the challenges experienced by a group of first-year pre-service teachers engaging in a process of reflection and critique with peers.
These pre-service teachers participated in a program focused on the development of core practices of teaching.
The pre-service teachers' responses indicated their growing understanding of the importance of engaging in ongoing critical dialogue, as part of the “unnatural” aspects of teaching.
The article concludes with a reflection on the value of feedback from the earliest stages of professional learning.