Learning through and from experience focuses on learning as a process that requires engaging in critical reflection. The cyclical relational link between practice and reflection can promote new ways of thinking and possibilities to improve practice (Korthagen and Vasalos, 2005). More often than not, reflecting on teaching experiences is integrated to support student teachers (STs) learning development. However, STs do not always find reflecting on their practice helpful for the situation they find themselves in (Hoy and Woofolk, 1989; Korthagen and Vasalos, 2009) emphasising the need to understand greater STs perceptions and practices regarding reflection. This paper seeks to gain new insights about the value undergraduate students have, or not, for reflecting on their teaching during school based experiences, and in turn the role tutor and peer observational feedback can have for their development when reflecting on their teaching practices.

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