Practicum Training of Students in Special Education. A Theoretical Review of Reflective Strategies and Instruments
DOI:
https://doi.org/10.24193/subbpsyped.2025.2.08Keywords:
reflective practice, practicum training, Special Education, reflective logs, teacher educationAbstract
This theoretical review examines the central role of reflective strategies and instruments in practicum training for undergraduate students in Special Education. Practicum experiences serve as a critical bridge between theoretical concepts or models and the complex realities of working with children with diverse learning, behavioral, and communication needs. Across literature, reflective practice emerges as a multidimensional process that supports professional growth by deepening students’ understanding of educational decisions, fostering self-awareness, and strengthening developing professional identities. Foundational forms of reflection - including reflective thinking, reflective writing, guided dialogue, and the use of reflective logs - enable student teachers to critically interpret classroom experiences, confront challenges, and integrate theoretical knowledge with situated practice. Research consistently highlights reflective thinking as a catalyst for analyzing educational events, questioning assumptions, and linking experience to broader educational principles. Mentoring and collaborative dialogue further enhance reflective engagement by providing intellectual, emotional, and contextual support. Among reflective instruments, structured reflective logs hold value as diagnostic and developmental tools, helping students articulate their learning, examine their beliefs, and set goals for improvement. The review also notes that reflective writing requires explicit scaffolding, including modelling, guided practice, and clear criteria, to cultivate depth and consistency. Overall, the findings emphasize that practicum training is most effective when reflective strategies are intentionally inserted, systematically supported, and collaboratively enacted. Such practices contribute to the development of independent, critically minded practitioners capable of engaging in the complexities of Special Education and sustaining ongoing professional growth.
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