How can a facilitator's caring approach trigger and deepen pre-service teachers' reflection on their pedagogical practice? A year-long action research study

Throughout a year-long Action Research (AR) conducted in Physical Education Teacher Education, this study explored how a facilitator's caring approach can help develop strategies and create circumstances to enhance and deepen Pre-Service Teachers' (PSTs) reflection on their pedagogical practice. Participants included six PSTs and the first author, who assumed the dual role of external facilitator (EF) and researcher. Three action research-cycles were conducted, enabling the EF to analyze the needs and thoughts of PSTs thoroughly. This allowed EF to tailor her interventions to developed strategies and created circumstances that triggered and deepened the PSTs' reflection. Qualitative data collected through focus group interviews, informal interviews, reflective journals, and field notes guided the EF's strategic progression in each AR-cycle through thematic analysis to design subsequent interventions. Through the ongoing AR-cycles, the facilitator underwent a strategic evolution propelled by PSTs' needs and thoughts. Specifically, PSTs' reflections transitioned from conformity to autonomy, which embraced multifaceted analysis, transcending consensus. It is recommended that Physical Education Teacher Education programs incorporate a customized caring environment that nurtures vulnerability, fosters the development of trusting relationships, and is responsive to the unique learning context.

Automated summary

This study explores how a facilitator's caring approach can enhance and deepen Pre-Service Teachers' reflection on their pedagogical practice. By conducting action research-cycles, the facilitator tailored interventions to meet the needs of the Pre-Service Teachers and fostered their reflection. The findings suggest that Physical Education Teacher Education programs should create a caring environment that nurtures vulnerability and trusting relationships.