Abstract
This study aims to explore how teacher educators in the Netherlands support student teachers’ reflections on practice teaching in school. Over the past few decades, the realistic approach of teacher education has become popular. In the process of professional development in teaching, the role of reflection skills is emphasised for student teachers to become independent and self-directed practitioners; therefore, teacher educators are expected to provide appropriate questions to support student teachers’ reflection. The ALACT model (Action, Looking back on the action, Awareness of essential aspects, Creating alternative methods of action, and Trial) in the realistic approach facilitates this process. Based on recorded data from interviews and after-class conferences, it was revealed that teacher educators provided a variety of questions to help student teachers contemplate essential aspects of their own teaching. Additionally, this approach would function well when the policy of teacher development was shared between teacher educators and student teachers in trusting relationships.
