Most student teachers do not reflect on inequality, study finds
An education researcher studied 24 final-year student teachers in South Africa during their teaching practicum. In 19 cases, the reflections stayed at a technical level, such as lesson planning and discipline.
The author describes the work in an essay on The Conversation and does not name a journal. Only five of the 24 student teachers reflected critically on issues such as inequality, poverty and language policy. Participants said their mentor teachers mostly focused on technical performance, and those with questioning mentors reflected more deeply. The study is small and based on group interviews and journals from 2024.