Framing the Social Dimension of Reflection in Teacher Education Through Grounded Theory and Systematic Review Methodology

Georgia Natsiou^*Melpomeni Tsitouridou

• School of Early Childhood Education, Faculty of Education, Aristotle University of Thessaloniki, Thessaloniki, Greece

Although peer reflection activities are a frequent choice in teacher education, inconsistencies emerge in existing literature regarding the impact of peer interaction on reflection, the design of peer reflection activities, and the visibility of the social nature of reflection. Considering those inconsistencies, the present review seeks convergence in conceptualizing the social dimension of reflection. It aims to examine how reflection is presented in relation to social interaction in the introduction of research papers that study peer reflection activities in initial teacher education. Firstly, we employed a systematic review methodology through which ninety-eight (98) relevant research papers were selected. Then we applied the grounded theory literature review method to seek common themes emerging in the documents of the sample. Results indicate sociality as an inherent characteristic of the reflection process substantiated in reflection definitions and social learning theoretical frameworks, and at the same time, as an acquired characteristic -a methodological choice to enhance cognitive and emotional processes of reflection. Findings also indicate that the social dimension of reflection is a fluid characteristic, constantly evolving in alignment with the social turn in learning and technology.