• Loreta Zavadskienė Šiauliai University
  • Remigijus Bubnys Šiauliai University



experiential learning, pre-service teachers, reflective practice, teacher educators’ roles, university


As the carried-out research study shows, proper interpretation of the concepts of reflective learning, the reflective practitioner and the experiential learning theory in the context of higher teacher education provides a solid theoretical background for the analysis of the teaching-learning process of pre-service teachers’ reflective practice and the support to be provided by teacher educators. By employing the method of the scientific literature review, the current research paper aims to investigate the roles of teacher educators within the framework of the afore mentioned theories that are considered to ensure adequate assistance to pre-service teachers in their becoming reflective practitioners. As the results show, in order to carry out effective facilitation, teacher educators should acknowledge and adopt a wide variety of roles while developing pre-service teachers’ capacity of reflective practice.


Author Biography

  • Loreta Zavadskienė, Šiauliai University
    LORETA ZAVADSKIENĖ is a graduate of Vilnius University in Lithuania and holds a Master’s degree in Education Studies. She teaches English for Medical Purposes at the Faculty of Medicine of Vilnius University. Currently she is a doctoral student at the Faculty of Education Science and Social Welfare of Šiauliai University. The focus of her research is reflective practice in pre-service teacher education. Her e-mail address is:


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