Abstract

This study examines how preservice teachers’ reflections contribute to their professional development based on guided group discussions and individual written reflections in real practicum settings. In particular, the study explores whether and to what extent guided group discussions appear to enhance preservice teachers’ oral reflection after each teaching implementation, as well as whether and how guided group discussions appear to shape their individual reflection after completing their practicum. Through a qualitative approach involving eight participants’ teaching implementations in Literature and History courses, this study highlights the evolution of reflective thinking from group discussions to individual reflection. The data analysis revealed that preservice teachers initially demonstrated a technical type of reflection, focusing on teaching activities with minimal theoretical engagement. Guided group discussions and university supervisors’ scaffolded questions fostered deeper reflection, enabling participants to progressively connect their practice with theory, reframe their understanding, and co-construct knowledge. As the discussions matured, reliance on supervisors diminished, leading to genuine peer-led dialogue. Although most preservice teachers embraced the reflective process, two expressed some resistance. These findings underline the transformative potential of guided group discussions to enhance preservice teachers’ reflections.