Students as Co-Creators of Reflective Practice

This study examines the implementation of the Reflective Pair Model in early childhood education (ECE) teacher training within a blended learning environment. The model, designed to scaffold reflective practice, emphasizes collaborative reflection between pairs of students at similar stages of their education. Through constant cycles of reflection, the model enhances students’ ability to critically analyze their pedagogical practices and adapt methods to meet diverse educational needs. The study analyzes reflective essays written by teacher students, identifying recurring themes related to professional development, pedagogical practices, and collaboration. Results show significant improvements in students’ reflective competencies, shifting from surface-level descriptions to deeper analytical reflections that integrate theoretical frameworks with practical teaching. Introduced in 2020, the Reflective Pair Model has been used by several student cohorts in their second and third years of study. The model facilitates a structured approach to reflection, fostering both individual and collaborative learning. It encourages students to use reflection as a tool for continuous improvement, enhancing their professional growth and adaptability within the dynamic context of ECE. This study highlights the innovative nature of the Reflective Pair Model, demonstrating its effectiveness in scaffolding reflective growth and improving pedagogical practices. The findings suggest that this model has transformative potential for teacher training programs, providing a valuable framework for both pre-service and in-service teacher education worldwide.