This book provides comprehensive insight into prospective teachers’ written reflection on key moments of their teaching practicum. In the context of Greek higher education, the foreign language student teachers’ concept, planning, teaching and assessment of key moments are explored and the optimal ways in which teacher education can support them are empirically validated by means of a longitudinal pedagogical action research. In the three cycles of this research project (corresponding to academic years 2014, 2017, 2019) a mixed model was adopted, undertaking both thematic and content analysis within and across cases and years. In a spiral process, the European Portfolio for Student Teachers of Languages (EPOSTL) as well as reflective diaries were incorporated in a higher education course which aimed to motivate and scaffold students’ written reflection in the practicum context. Research findings comprise: recurring evaluation of teacher education for reflection; a typology of research-based written accounts concerning stimuli, foci, contents and dimensions as well as forms of reflection; a typology of the students’ profiles in their teacher-researcher role; and the emergence of the influential role of collaborative reflection. In addition, it is demonstrated how the teacher education course under discussion flexibly supported students in their efforts for written reflection as regards breadth and depth, clarity and focus, active involvement in the teaching context, introspection, awareness and personal growth.weiterlesen