Work-integrated learning (WIL) is a critical component of initial teacher education, providing pre-service teachers with authentic classroom experience under the guidance of mentor educators. Reflection plays a central role in this practicum, enabling pre-service teachers to evaluate their practice, identify developmental needs, and consolidate emerging strengths. Responding to the University’s emphasis on cultivating critical thinking and problem-solving as key graduate attributes, this study examines the use of a visual diary as a reflective tool during WIL placements. The study sought to enhance reflective thinking by encouraging pre-service teachers to document and interrogate their school-based experiences, both within and beyond the classroom environment. A purposive sample of twelve pre-service teachers, representing four academic phases within the Faculty of Education, participated in the research. Each participant maintained a visual diary with regular entries capturing challenges, insights, and reflections from their teaching practice. Data were generated through visual-elicitation interviews and focus group discussions and were analyzed using thematic analysis. Findings indicate that visual reflection enabled pre-service teachers to approach classroom challenges with a more intentional, problem-solving orientation. Participants reported an increased sense of agency and recognition, feeling more valued as emerging professionals within their school communities. Moreover, the visual diary facilitated deeper critical thinking as students engaged with real-world problems and proposed contextually relevant solutions. The study highlights the potential of visual diaries as pedagogical tools that support reflective practice while nurturing essential graduate attributes. It argues that structured visual reflection meaningfully prepares future educators for the complex sociocultural contexts that shape teaching.

Authors:
Hadio Motaung, University of the Free State, South Africa

About the Presenter(s)
Dr. Hadio Motaung is a Lecturer and Programme Coordinator in the Faculty of Education. I have keen interest in research on the use of technology for pedagogical practices. Working on a project of creating community of practice for student teachers.

See this presentation on the full schedule – Thursday Schedule

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