Reflection of Preservice Teacher Professional Performance for Promoting Transdisciplinary Learning in Primary School Education

Abstract

The study aims to develop a well-structured and applicable instruction for teacher's selfreflection about their competence to effectuate transdisciplinary learning in primary school settings. Ten preservice teachers were asked to reflect on their transdisciplinary teaching practice in different ways. The content analysis of interviews helped to find out the categories, which provoked the most personally significant, professional and contextual reflections. These categories were structured in the experimental form of teacher's selfreflection for teacher education and further research.