Reflect-Select-Defend: A Model for Student Teacher Reflection

This study, using mixed methods, addresses the importance of robust self-reflection for final year student teachers completing a Career Entry Profile (CEP). Set against UK regional variations, it examines one innovative model which encourages student teachers to ‘reflect’ on their strengths and areas for development according to stated competences, to ‘select’ appropriate evidence to create a CEP portfolio, and to ‘defend’ their conclusions in discussion with university tutors and school head teachers. The findings highlight the value of the ‘reflect’-‘select’-‘defend’ model by generating much greater depth and quality of reflection, and recommends that such a model be adopted on a wider scale