Research Summary: Student teachers' perceptions of conditions for reflection in digital supervision

A study conducted through focus group interviews with 36 student teachers explored their perceptions of conditions conducive to reflective processes within digital supervision. The research aimed to understand how student teachers view the effectiveness of digital contexts in supporting reflection, a crucial element of professional learning in teaching, particularly as digital supervision becomes more prevalent in teacher education.

Why it matters

This research is strategically important because it addresses the efficacy of digital platforms for professional development, a growing trend across sectors. Understanding student teachers' perceptions of digital supervision conditions provides insights into optimizing digital learning environments to foster critical reflection and professional growth, which directly impacts the quality of future professionals.

Key insights

• Reflection is a core component of the teaching profession's knowledge base, though it can become routinized.
• Teacher education increasingly relies on digital contexts for supervision.
• The study focused on student teachers' perceptions of conditions that enable reflective processes in digital supervision.
• Methodology involved six focus group interviews with a total of 36 student teachers, analyzed using reflexive thematic analysis.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1879268