EARLY CHILDHOOD STUDENT TEACHERS’ PROFESSIONAL DEVELOPMENT THROUGH THE REFLECTIVE PROCESS IN THEIR WRITINGS IN VOLOS, GREECE

The aim of our research is to develop a reflective attitude on educational practices among Early Childhood student teachers in the final level of their teaching practice, which is taking place in different kindergartens in Volos, Greece, during six week period. The article evaluates the educational program on the basis of 60 Early Childhood student teachers’ evaluations of their practice through their writings and explores their understanding and use of reflection.

Regarding the purposes of reflective practice, the results indicate a greater emphasis in initial teacher education. There is also clear evidence that reflective practice does make a difference at both the personal and professional level. In its conclusion the paper stresses the importance of reflective practice in bringing about change and improvement in initial teacher education.