Abstract
This study examines the reflective practices of five pre-service teachers from the 2024-25 cohort enrolled in the Bachelor of Elementary Education (B.El.Ed) programme. The purpose of this study is to gain an in-depth understanding of how reflective practices are developed and enacted within the elementary teacher education programme. This is a qualitative case study that utilizes semi-structured interviews and analyses 200 reflective notes from journals maintained by five pre-service teachers, each contributing 40 entries. The reflective notes were analysed inductively using a framework to evaluate the breadth and depth of reflection. Semi-structured interviews reveal rich insights into the participants' perspectives and conceptual understanding of reflective practices. Through thematic analysis, this study identifies trajectories and transformative aspects of reflective practices in the teacher preparation process, providing a foundation for understanding the evolution of pre-service teachers as reflective practitioners. This evolution ranges from descriptive to dialogic and critical reflection. The findings highlight the progressive development of reflective thinking, influenced by the participants’ contextual background, classroom experiences, and active involvement with pedagogical practices. To foster pre-service teachers’ reflective capacities, the study emphasizes the need for structured support and training in teacher education programmes. Consequently, it will improve the quality and effectiveness of teacher education programmes.