Reflexive Lehrerbildung revisited. Konzepte, Befunde, Perspektiven.
Abstract
Reflexion ist in der Lehrerinnen- und Lehrerbildung seit fast 40 Jahren Programm. Dies haben wir zum Anlass genommen, dem reflective turn, seinen Begründungen, Formen und Wirkungen nachzugehen und eine vorläufige Bilanz darüber zu ziehen, welche ‚Substanz‘ sich hinter dem Konzept einer ‚reflexiven Lehrerinnen- und Lehrerbildung‘ verbirgt. Dabei zeigt sich, dass die Bedeutung von Reflexion zwar weithin konsensfähig zu sein scheint, zugleich aber auch erstaunliche Unschärfen in den Begriffsverwendungen sowie eine große Heterogenität in den theoretischen Zugängen, Konzeptualisierungen und Versuchen der Operationalisierung aufweist.
Der vorliegende Band vergewissert sich über den Anspruch einer reflexiven Professionalisierung bzw. einer reflektierenden Professionalität im Hinblick auf seine theoretischen und konzeptionellen Grundlagen und empirischen Befunde.
Reflection has been part of teacher education for almost 40 years. We have taken this as an opportunity to investigate the reflective turn, its justifications, forms and effects and to take stock of the 'substance' behind the concept of 'reflective teacher education'. In doing so, it becomes apparent that although the meaning of reflection appears to be widely agreed upon, there is also an astonishing lack of clarity in the use of the term and great heterogeneity in the theoretical approaches, conceptualizations and attempts at operationalization.
This volume examines the claim of reflexive professionalization and reflective professionalism with regard to its theoretical and conceptual foundations and empirical findings.
... reflectere, zurückbeugen) ermöglicht, sich in einer distanzierenden Betrachtung auf eine Begebenheit einzulassen. Über reflexionsbasierte Analysen von Erfahrungen lassen sich Bezüge zu allgemeinem und wissenschaftlichem Wissen (Artmann, 2019;Berndt, Häcker & Leonhard, 2017) sowie zu sich selbst und den subjektiven Wissensbeständen herstellen (Neuweg, 2014). Dabei können individuelle (Keller-Schneider, 2020) sowie habituelle Prägungen (Helsper, 2018) erkannt werden, die als implizites Wissen (Keller-Schneider, Janssen & Wiedenhorn, 2022;Neuweg, 2004;Polany, 1969) Handlungen prägen. ...
... In der Diskussion um Reflexion erscheint insbesondere kontrovers, inwiefern Reflexion eine Verbindung von Theorie und Praxis als wechselseitige Relationierung von praxisbezogenem und wissenschaftsbezogenem Wissen beinhaltet (Berndt et al., 2017) und inwiefern von den Akteurinnen und Akteuren wissenschaftliches Wissen genutzt (Artmann, 2019;Stender, Vogelsang, Watson & Schaper, 2020) oder als zu nutzend gefordert wird. ...
... Reflexion ist auf Bewusstheit über das eigene Tun angewiesen (Berndt et al., 2017) und erfordert eine genaue Betrachtung von als relevant wahrgenommenen Phänomenen (Rosenberger, 2017). Eine ins Bewusstsein gehobene Erfahrung und ihre Beschreibung ermöglichen eine distanzierende und analysierende Reflexion. ...
Reflexion von Erfahrungen im Schulfeld-Veränderungen der Beschreibung von bedeutsamen Erfahrungen und deren Analyse in Reflexionsprozessen Reflexion als strukturbedingte Anforderung ist unabdingbar, um mit komplexen Anforderungen des kontingenten beruflichen Handelns von Lehrpersonen umzugehen. Daher wird bereits im Studium die Reflexionskompetenz angehender Lehrpersonen gefördert. Gestützt auf den berufsbiografischen Professionalisierungsansatz, in welchem die subjektive Wahrnehmung von Anforderungen für deren Bewältigung von Bedeutung ist, wird untersucht, welche Anforderungen für Studierende in Praxisphasen relevant sind, wie sie diese beschreiben und mittels eines Reflexionsinstruments analysieren und inwiefern Veränderungen in den subjektiv als relevant wahrgenommenen Anforderungen, in der Dichte ihrer Beschreibung und ihrer Analyse im Verlauf des Studiums sichtbar werden. In dieser qualitativen Studie wurden die zu drei Zeitpunkten bearbeiteten Reflexionsinstrumente von zehn Studierende der Eingangsstufe längsschnittlich unter-sucht. Ergebnisse zeigen, dass insbesondere die Situationen aufgegriffen werden, in welchen die Studieren-den in ihrer Führungskompetenz gefordert werden. Bei einigen werden die Situationsbeschreibungen zunehmend differenzierter, gehen über zusammenfassende, eher pauschale Deutungen hinaus und gliedern sich in beobachtbare Handlungs- und Interaktionseinheiten. Andere zeigen keine Veränderung. Über die Zeit von drei Jahren zeigt sich eine zunehmende Heterogenität der Reflexionskompetenz.
Schlagwörter: Klassenführung-Lehrer*innenbildung-Praktikum-Reflexion-Erfahrungen
Reflection on experiences in the school context. Changes in the description of meaningful experiences and their analysis in reflection processes Reflection as a structure related requirement is essential to deal with complex requirements and the contingency of teachers' professional actions. Therefore, teacher education aims on promoting reflection skills of prospective teachers. Based on the professional biographical professionalization approach, in which the subjective perception of requirements is important for coping with them, the article investigates which requirements are important for students during internship, how they describe and analyze them using a reflection instrument, and to what extent changes in the requirements relevance, in the density of their description and their analysis were identified. In this qualitative study, ten students at the entry level (teaching diploma for kindergarten, 1st and 2nd grade) were examined longitudinally in the use of a reflection instrument three times. The results show that the requirements of classroom management are brought up, in which the students are challenged to prove their leadership skills. The students describe the situations in an increasingly differentiated way; the descriptions change beyond summarizing, rather global interpretations
... Der Fähigkeit zur praxisbezogenen Reflexion wird eine zentrale Rolle bei der Entwicklung professionellen Lehrkrafthandelns zugesprochen (Berndt et al., 2017;Gröschner et al., 2015), da sie zur Entwicklung professionsrelevanter Kompetenzen wie dem professionellen Wissen und der professionellen Überzeugung beiträgt. Beim Übergang in die Praxis zeigen viele angehende Lehrkräfte allerdings noch unzureichende Reflexionskompetenzen (Imhof & Schlag, 2018). ...
... B. Dewey, 1910Dewey, /1933 Viele der Formate, die im Rahmen der reflexiven Lehrer bildung in den letzten Jahren implementiert wurden (vgl. Berndt, Häcker & Leonhard, 2017), basieren ihre Konzeptualisierungen auf den reflexionstheoretischen Betrachtungen von Donald (Leonhard & Abels, 2017, S. 47), der Handlungsfluss also nicht unterbrochen wird. Die Person "may reflect in the midst of action without interrupting it" (Schön, 1987, S. 26 Santagata & Yeh, 2014;Seidel & Prenzel, 2007;Sherin et al., 2011). ...
... Zugleich wird diese Arbeit an den Universitäten in besonderer Weise im Rahmen des Lehramtsstudiums praktiziert und vermittelt. Herausgestellt wird dabei immer das Moment der Reflexion (Berndt et al. 2017); d. h., erhofft wird, dass gegenüber dem in der Praxis bestimmenden Zwang zu Entscheidung und Handlung in der Analyse des Falls die Geltung beanspruchende Begründungsverpflichtung nachträglich eingelöst werden kann. Diese ermöglicht es, sich über die in die Handlungen eingewobene Rationalität aufzuklären. ...
... Zugleich wird diese Arbeit an den Universitäten in besonderer Weise im Rahmen des Lehramtsstudiums praktiziert und vermittelt. Herausgestellt wird dabei immer das Moment der Reflexion (Berndt et al. 2017); d. h., erhofft wird, dass gegenüber dem in der Praxis bestimmenden Zwang zu Entscheidung und Handlung in der Analyse des Falls die Geltung beanspruchende Begründungsverpflichtung nachträglich eingelöst werden kann. Diese ermöglicht es, sich über die in die Handlungen eingewobene Rationalität aufzuklären. ...
Fallarbeit und Fallverstehen sind zentrale Themen der Pädagogik, die jedoch von jener Subdisziplin, die sich mit schulischen Bildungsprozessen beschäftigt, der Schulpädagogik, lange Zeit kaum systematisch in den Blick genommen wurden.
... Die Integration von Praxisbezügen in die erste Phase der Ausbildung gewinnt im Zuge der Reformen der Lehrer*innenbildung in Deutschland an Bedeutung (Terhart, 2019) und erfolgt über die Einführung eines Praxissemesters (Artmann, Berendonck, Herzmann & Liegmann, 2018;König, Rothland & Schaper, 2018;Rothland & Biederbeck, 2018;Schüssler et al., 2014) bzw. eines Langzeitpraktikums (Keller-Schneider, 2016;Kosinár, Gröschner & Weyland, 2019), von Lehr-Lern-Laboren (Baston et al., 2019;Dohrmann & Nordmeier, 2016;Fischer, Niesel & Sjuts, 2011;Rehfeldt, Klempin & Nordmeier, 2018) sowie in kasuistischen (Hummrich, Hebenstreit, Hinrichsen & Meier, 2016) und reflexionsorientierten Lehrveranstaltungen (Berndt, Häcker & Leonhard, 2017;Christof, Köhler, Rosenberger & Wyss, 2018). Forschungsbefunde zeigen jedoch, dass nicht in erster Linie der Umfang von Praxis und die damit einhergehende Menge an Erfahrung (Hascher, 2005) für die weitere Professionalisierung der Lehrpersonen von Bedeutung sind (Dieck et al., 2009, Gröschner et al., 2015, sondern insbesondere deren Integration ins Curriculum (Beck & Kosnik, 2002) und die Vernetzung der allgemeinen, theoriegestützten Zugänge mit den spezifischen Erfahrungen im Schulfeld (Allen & Wright, 2014). ...
Der Verbindung von Theorie und Praxis kommt in der Ausbildung von Lehrpersonen eine zunehmende Be-deutung zu. Lehr-Lern-Labore bieten die Gelegenheit, Praxisbezüge in eine Lehrveranstaltung zu integrieren und damit insbesondere auch in kurzen Sequenzen den Fokus auf die Verbindung von Theorie und Praxis zu legen. Im interdisziplinär angelegten Lehr-Lern-Labor ‚Lernfeld Lernstrategien und Lernprozessbeglei-tung‘ an der Pädagogischen Hochschule Zürich werden die Studierenden gefordert, dem zyklischen Prozess von Lehr-Lern-Laboren folgend, theoriegestützte und praxisbezogene Kompetenzen zur Thematik Lernstra-tegien und Lernprozessbegleitung zu erwerben, in Praxissequenzen umzusetzen und diese zu reflektieren. Eine dem Angebots-Nutzungs-Modell folgende Begleitstudie (Fragebogenerhebung mit n = 470 Studieren-den) untersucht die Bedeutung der wahrgenommenen Qualität des Lehr-Lern-Labors, der Intensität der Nutzung unterschiedlicher Zugänge sowie von individuellen Ressourcen (Interesse, Relevanz der Thematik, Engagement und Selbstwirksamkeit) auf den Kompetenzerwerb der Studierenden. Zudem werden unter-schiedliche Typen der Nutzung der Angebote identifiziert und nach Unterschieden in der Einschätzung der Lehrangebote, der Lernergebnisse und der individuellen Ressourcen untersucht. Ergebnisse zeigen, dass dem Praxisbezug als Kernelement des Lehr-Lern-Labors eine hohe Bedeutung zukommt, bei hoher Qualität der Lehrveranstaltung, einer intensiven Nutzung sowie hohem Engagement und Interesse. Die identifizierten Typen der Nutzung der unterschiedlichen Komponenten des Lehr-Lern-Labors unterscheiden sich insbe-sondere in der Nutzungsintensität.
Schlagwörter: Lehr-Lern-Labor – Angebots-Nutzungs-Modell – individuelle Ressourcen – Praxisbezug – Ausbildung angehender Lehrpersonen
... des Unterrichtens in heterogenen Klassen (z.B. Kunter & Pohlmann, 2015) sowie die Steigerung der Professionalität durch Reflexivität (Berndt, Häcker & Leonhard, 2017). Sie beinhalten Übungen zur Selbstreflexion, zur aktiven Auseinandersetzung mit fachwissenschaftlichen Texten und aktuellen Studien sowie Anregungen zum digital gestützten Austausch. ...
In diesem Beitrag wird ein hochschuldidaktisches Konzept zur Förderung des reflektierten Umgangs mit Heterogenität im schulischen Kon-text unter Verwendung digitaler Lerneinheiten vorgestellt. Im Projekt „Level–Lehrkräftebildung vernetzt entwickeln“ (Qualitätsoffensive Lehrerbildung BMBF, Goethe-Universität Frankfurt) wurden in den Bildungswissenschaften digitale Lerneinheiten zu den Heterogenitätsdimensionen „Geschlecht“, „kultureller Hintergrund“, „sozio-ökonomischer Hintergrund“, „kognitiv-motivationale Lernvoraussetzungen“ und „Behinderung“ konzipiert und in der universitären Lehre er-probt. Die Auswah lder erstellten Lerneinheiten begründet sich auf Ergebnissen der PISA-Studien sowie der UN-Behindertenrechtskonvention. Die Lerneinheiten werden in Blended-Learning-Szenarien eingesetzt und zielen auf den Aufbau von Fachwissen und professionellen Überzeugungen sowie Reflexivität. Auf der Grundlage individuellen Vorwissens werden von den Lernenden (videobasierte) Aufgaben bearbeitet,die der Perspektivübernahme und Selbstreflexion im Hin-blick auf Kategorisierungen dienen und die Bearbeitung fachwissenschaftlicher Texte und aktueller Studien beinhalten. Arbeitsergebnisse können digital im Peer-Feedback bearbeitet sowie mit einem digitalen Portfolio verbunden werden. Das Onlineformat ermöglicht die fächer- und phasenübergreifende Nutzung durch Dozierende sowie Ausbilder_innen an Studienseminaren. Zusätzlich zu den fünf Lerneinheiten wurden eine einführende Version für Studierende und eine erweiterte Version für Lehrende erstellt, die einen Einblick in Aufbau und Struktur des Formats gibt und als „pädagogischer Doppeldecker“ konzipiert ist. Die formative Evaluation mit Lehramtsstudierenden und Ausbilder_innen ergab positive Ergebnisse hinsichtlich der Einsetzbarkeit der Lerneinheiten in der Lehramtsausbildung.
Praxistheoretisch gesehen lassen sich Festschriften zu akademischen Praktiken zählen. Auch wenn sie im Einzelnen unterschiedlich ausgestaltet werden können, weisen sie meist bestimmte Elemente auf: Sie sind zu einem bestimmten Zeitpunkt zu vollziehen. Sie lassen in der Tendenz auf Geleistetes schauen. Sie sind mit Prozeduren der Auswahl und Bestimmung der sie vollziehenden Akteure verbunden, sie ziehen diese hinein und positionieren sie als ‚‚Gefährt*innen‘, ‚Schüler*innen‘ und ‚Vorbilder‘.
In this article, Carol Rodgers describes a four-hase reflective cycle that she uses in her professional development work with teachers. Drawing on the work of Dewey, Hawkins, Carini, and Seidel, Rodgers explores the roles of presence, description, analysis, and experimentation in helping groups of teachers slow down and attend to student learning in more rich and nuanced ways. She also encourages teachers to solicit structured feedback from their students so they can begin to distinguish between what they think they are teaching and what students are actually learning. Ultimately, Rodgers argues that supportive and disciplined reflective communities of teachers can help teachers understand that their students' learning is central, and that their own teaching is subordinate to and in service of that goal.
This paper presents a framework for critical reflection that teacher educators can employ to analyze prospective teachers’ reflection and support their transformative learning. The author argues that teacher educators should not only pay attention to the cognitive processes of prospective teachers (how they reflect), but also the content of their thinking (what they reflect on), the goals of their thinking (why they reflect), and how their thinking influences their teaching practice in the classroom (what transformative learning they experience). The paper provides implications for both teacher education and teacher research.
The concepts ‘reflection’ or ‘reflective practice’ are entrenched in the literature and discourses of teacher education and teachers’ professional development. The concept is rather vague, although Schön’s notion of the reflective practitioner seems to be at the core of several understandings. In this paper, conversations between student teachers and their mentors during internship are analysed to explore how they reflect and what they seem to accomplish through reflection. Building on sociocultural theory, reflection is constituted as collaborative communicative action through which an object of reflection is constructed and expanded by the participants. By introducing the notion ‘mode of reflection’, the relationship between reflective action and the motive of the activity are explored. In this paper, three modes of reflection during internship in teacher education are discerned and discussed: (1) reflection as induction to warranted ways of seeing, thinking and acting; (2) reflection as concept development; (3) reflection as off‐line or imagined practices.
Thinking, particularly reflective thinking or inquiry, is essential to both teachers' and students' learning. In the past 10 to 15 years numerous commissions, boards, and foundations as well as states and local school districts have identified reflection/ inquiry as a standard toward which till teachers and students must strive. However. although the cry for accomplishment in systematic, reflective thinking is clear, it is more difficult to distinguish what systematic, reflective thinking is, There are four problems associated with this Inch of definition that make achievement Of such a standard difficult. First, it is unclear how systematic reflection is different from other types of thought. Second, it is difficult to assess a skill that is vaguelyT defined. Third, without a clear picture of what reflection looks like, it has lost its abilitly to be seen and therefore has begun to lose it value. And finally, withont a clear definition, it is difficult to research the effects of reflective teacher education and professional development on teachers, practice and students' learning. It is the purpose of this article to restore some clarity to the concept of reflection and what it means to think, by going back to the roots of reflection in the work of John Dewey. I look at four distinct criteria that characterize Dewey view and offer the criteria as a starting place for talking about reflection, so that it might be taught, learned, assessed, discussed, and researched, and thereby evolve in definition and practice, rather than disappear.
The paper argues that it is not wise to encourage reflective teaching in general without first establishing clear priorities for the reflection that emerges out of a reasoned educational and social philosophy. It does not accept the implication that exists throughout much of the literature that teachers' actions are necessarily better merely because they are more deliberate and intentional. It recommends that people in the field of education ask themselves and others more questions about the nature and purpose of teacher reflection as a goal, suggesting a move beyond the current view of reflective teaching as a distinct programmatic emphasis. After describing the conceptions of reflective teaching practice, the paper discusses a social reconstructionist conception of reflective practice developed in the teacher education program at the University of Wisconsin-Madison. The key elements of this approach are: (1) the teachers' attention is focused both inwardly at their own practice and outwardly at the social conditions in which the practices are situated; (2) the teachers' deliberations are focused upon substantive issues that raise instances of inequality and injustice within schooling and society for close scrutiny; and (3) the teacher is committed to reflection as a social practice. (Contains 29 references) (SM)
This article discusses some of the ambiguities related to the concept of reflection in education, and presents an alternative approach for determining the focus and quality of students’ reflection. Accordingly, the focus of reflection can vary from a concrete technical aspect of an experience to the broader societal context of that experience, and the quality of reflection can be described through successive stages of argumentation: describing, justifying, evaluating and discussion. The developed coding schema for determining the focus and quality of reflection was pilot tested on reflection fragments written by a small sample of tertiary dance students.
Activities that Integrate Critical Thinking with Course ContentCourse Case Studies in Integrating Critical Thinking into Upper Level CoursesGeneral Conclusion
ReferencesAppendix 1: Robert Watson's (1967) Contrasting Prescriptions of Psychology
This chapter explores the relationships between inquiry, presence, and civic capacity in teaching. More specifically, it looks
at the critical skill of descriptive
inquiry, its place in the larger scheme of reflection, and its role in the cultivation of presence and civic capacity. Drawing
largely on John Dewey and Patricia Carini, I explore two modes of inquiry in which presence might be cultivated and civic
capacity developed: the descriptive review of children and children’s work (Himley and Carini 2000; Carini 2001; Rodgers 2006b),
and descriptive feedback (Rodgers 2006b). I claim that the discipline of descriptive inquiry is a means of acknowledging and
drawing upon the vast capacity of all teachers and learners, as human beings, to shape their individual and collective experience.
KeywordsPresence-Inquiry-Description-Civic capacity-Reflection
Much current work on organizational knowledge, intellectual capital, knowledge-creating organizations, knowledge work, and the like rests on a single, traditional understanding of the nature of knowledge. We call this understanding the "epistemology of possession," since it treats knowledge as something people possess. Yet, this epistemology cannot account for the knowing found in individual and group practice. Knowing as action calls for an "epistemology of practice." Moreover, the epistemology of possession tends to privilege explicit over tacit knowledge, and knowledge possessed by individuals over that possessed by groups. Current work on organizations is limited by this privileging and by the scant attention given to knowing in its own right. Organizations are better understood if explicit, tacit, individual and group knowledge are treated as four distinct and coequal forms of knowledge (each doing work the others cannot), and if knowledge and knowing are seen as mutually enabling (not competing). We hold that knowledge is a tool of knowing, that knowing is an aspect of our interaction with the social and physical world, and that the interplay of knowledge and knowing can generate new knowledge and new ways of knowing. We believe this generative dance between knowledge and knowing is a powerful source of organizational innovation. Harnessing this innovation calls for organizational and technological infrastructures that support the interplay of knowledge and knowing. Ultimately, these concepts make possible a more robust framing of such epistemologically-centered concerns as core competencies, the management of intellectual capital, etc. We explore these views through three brief case studies drawn from recent research.
Vergessen Sie alles, was Sie an der Universität gelernt haben! - dieser Ausspruch von Lehrerbildnern verweist auf subjektiv wahrgenommene curriculare und strukturelle Defizite im Rahmen des Professionalisierungsprozesses in der Lehrerbildung. Die vorliegende empirische Studie analysiert, inwieweit die erziehungswissenschaftlichen Inhalte aus dem gymnasialen Lehramtsstudium für die 2. Phase (Vorbereitungsdienst) der Lehrerausbildung bedeutsam sind und leistet so einen Beitrag zur empirischen Grundlagenforschung innerhalb der Lehrerbildung.
Educational Studies - An essential part of secondary school teacher educa-tion?
An explorative study with teacher educators in North Rhine-Westphalia
The origin of this thesis is the simple functional chain teacher education, teach-er’s actions and student performance which is based on the assumption that teacher education matters. In order to distinguish the processes in the first class of teacher education in the course of studies and traineeship, a model definition of the research field takes place. Based on this model three objectives were pur-sued:
1. Characterization of the (pedagogical) professionalism process of secondary school teachers in North Rhine-Westphalia based on legistical, professions theoretical and reform aspects.
2. Reception of the current empirical data in regard to teacher education in Germany. Retrospect surveys between trainee teachers and teachers show that many of them complain about a lack of utilization of educational scien-tific study topics in traineeship and in professional career. The processing of these questions regarding usefulness of educational scientific study topics to create teaching expertise as well as efficiency of the delivery of university topics should therefore be a main task of teaching education research. This implies research approaches, which amongst others deal with the connectivi-ty of study topics during traineeship as well as knowledge which was ob-tained from University by the graduates.
3. Resulting from these two aspects the research hypothesis was derived, that the transition from the first to the second phase in teacher education is prob-lematic regarding the pedagogical training. Because the main part of the crit-icism is targeted mainly on the pedagogical element and furthermore in con-trary to the multitude of student and graduates surveys to little thought has been given to the perception of the educators in teacher education research. Therefore in the present case of this explorative study only teacher educators of all study seminars for "Sekundarstufe II" (generally education) in North Rhine-Westphalia have been chosen as testing persons. The research project claims overall to analyze the coordination between the two phases regarding the pedagogical topics to contribute therefore to the empiric fundamental re-search within teacher education.
Data which was raised in this study verifies this assumption. Teacher educators see the root cause not in the pedagogical study topics but rather blame the grad-uates for their state of knowledge.
Finally the displayed findings are examined according to empiric teacher educa-tion research, the single university as well as educational policy.
Practice-Based Education: Perspectives and Strategies. This book draws on the collective vision, research, scholarship and experience of leading academics in the field of practice-based and professional education. It presents multiple perspectives and critical appraisals on this significant trend in higher education and examines strategies for implementing this challenging and inspiring mode of learning, teaching and curriculum development.
Eighteen chapters are presented across three sections of the book:
•Contesting and Contextualising Practice-Based Education
•Practice-Based Education Pedagogy and Strategies
•The Future of Practice-Based Education.
Schon seit längerer Zeit hatten in der Pädagogik zwei Richtungen, eine mehr geisteswissen schaftlich-philosophische und eine betont empiristische, verhältnismäßig unabhängig voneinan der bestanden, ohne sonderlich viel voneinander Notiz zu nehmen. Aber in letzter Zeit ist der seit langem untergründig schwelende Methodenstreit mit einer neuen Heftigkeit aufgefl ammt.
This article articulates common definitions of teacher reflection, especially emphasizing foundations in the scholarship of Dewey and Schön. It also identifies the fine-tuning and shifts in emphasis occurring in recent years. Employing this generalized definition as a lens, a framework for analyzing and differentiating the most prevalent models of reflection in teacher education is presented. The framework consists of three interrelated continua: purpose, content, and means. The discussion concludes with a consideration of the implications of these variations, along with recommendations for how the continua might be utilized to inform and enhance subsequent steps in the research and practice of reflective teacher education.
In this paper, I take issue with the overuse of reflective practice in teacher education, arguing that the term ‘reflection’ is often utilized without a comprehensive understanding of its quite diverse parentage. In efforts to clarify the term, I trace the ideological lineage of reflective practice in education, detailing the rationalist-technicist model offered in the work of John Dewey and the experiential-intuitive model as it appears in the work of Donald Schön, highlighting the key differences in their respective approaches to reflection through critique. I demonstrate that both models bifurcate knowledge and experience, privileging the former at the expense of the latter. I conclude with a brief exploration of Van Manen’s tacit knowing and its potential for reflective practice in teacher education. Ultimately, this work cautions against an uncritical adoption of reflective models, stressing that in doing so, the very spirit of reflective practice can be undermined.
Purpose: The purpose of this paper is to contribute to further studies of theoretical and conceptual understanding of teachers' team learning processes, with a main focus on team work, team atmosphere, and collective reflections. Design/methodology/approach: The empirical study was designed as a multi-case study in a research and development project. The case studies include three teacher teams from different schools. Data were collected though observations and in-depth interviews and analysed qualitatively. Findings: The main findings show that the teams differ with regard to collaboration and team atmosphere, and willingness to learn collectively. The analyses of talk at team meetings show the importance of collective reflection loops through which the teachers transform the contents of their conversations. A facilitating team atmosphere seems vitally important for the emergence of the identified collective reflection loops. Collective reflections potentially increase team learning. Research limitations/implications: Case study and conversation analyses which were mainly focused on verbal communication have certain limitations. A multi-case design and different methods for data collection were used to offset these presumed weaknesses. Practical implications: One of the purposes with the research and development approach was to support teachers' team learning processes. The findings provide insights and model of team learning with further practical implications for teacher teams. Originality/value: The findings show that a facilitating team atmosphere supports collective reflection loops, with potential to increase the team's collective competence. These findings provide valuable contributions to further conceptual understanding of team learning.
An interpretation of the concept of the practical for the field for curriculum must pay critical attention to the philosophies of knowledge in which the interpretation is grounded. The main traditions of social science (broadly conceived as the empirical-analytic, the hermeneuticphenomenological, and the critical-dialectical) each have associated with them quite distinct ways of knowing and distinct modes of being practical. This paper seeks to demonstrate that it is only through such critical reflection that the questions of greatest significance to the field can be adequately addressed.
Preparing teachers to be reflective practitioners is the goal embraced by most teacher education programs. Reflective practitioners infuse personal beliefs and values into a professional identity, resulting in the development of a deliberate code of conduct. They challenge assumptions and expectations that may limit their potential for tolerance and acceptance, vital tools for thriving in today's diverse classrooms.This article discusses the need to prepare reflective practitioners and the essential attributes required. Additionally, the article reviews the research on creating a learning climate conducive to facilitating the development of teachers as reflective practitioners.
Wie werden narrativ fundierte Interviews mit der dokumentarischen Methode ausgewertet? Das Buch zeigt neben methodologischen Hintergründen vor allem die Praxis der dokumentarischen Interpretation von Interviews. Die ausführlichen Forschungsbeispiele reichen von den ersten formulierenden Interpretationen bis hin zur soziogenetischen Typenbildung.
Im Zentrum dieses Bandes steht ein Begriff von »Bildung«, der Bildungsprozesse als Veränderungen von Grundfiguren des Welt- und Selbstverhältnisses begreift, die sich in Auseinandersetzung mit der Erfahrung des Fremden vollziehen. Konzepte von Waldenfels, Ricoeur und Lacan aufnehmend, entfalten die Beiträger_innen diesen Bildungsbegriff theoretisch und diskutieren ihn aus unterschiedlichen Perspektiven mit Bezug auf Beispiele aus interkultureller Kommunikation, Psychoanalyse und Film.
Opportunity to learn (OTL) is rare among the many concepts that education researchers use to depict the complexity of the schooling process. Although designed as a technical concept to ensure valid cross-national comparisons, OTL has changed how researchers, educators, and policymakers think about the determinants of student learning. This article examines the evolution of OTL from a research concept to a policy instrument. It describes OTL’s intellectual origins in the IEA studies and the role of OTL research in education indicator development. The article then outlines OTL’s emergence as a potential policy tool, and assesses its political and technical feasibility.
In dem nachfolgenden Beitrag wird Fallarbeit in der LehrerInnenbildung zum Fall gemacht. Zunächst wird kurz auf die Bedeutung
von Fallarbeit in der LehrerInnenbildung eingegangen und das »Online-Fallarchiv Schulpädagogik« an der Universität Kassel
vorgestellt. Dann wird die Arbeit einer Gruppe von Studentinnen bei der Fallre konstruktion dokumentiert und reflektiert.
Abschließend geht es um den Ertrag solcher Fallarbeit in der Lehrer Innenbildung.
Smyth provides background informa tion on the emergence of reflectivity as a conceptual thrust in teacher education. He also discusses some of the impedi ments to empowerment that teachers and teacher educators confront as they attempt to implement critical reflection in their curricula. Smyth concludes that if teachers (and teacher educators) are going to uncover the forces that inhibit and constrain them, they need to en gage in four forms of action with respect to teaching. These "forms" are charac terized by four sequential stages and are linked to a series of questions: (a) de scribing (What do I do?), (b) informing (What does this mean?), (c) confronting (How did I come to be like this?), and (d) reconstructing (How might I do things differently?).
Even though teacher education has been successful in preparing students for their future profession, the classroom reality can differ greatly from the inservice training. Many novice teachers therefore find the transition from student teacher to inservice teacher overwhelming To support beginning teachers, mentoring programs—where more experienced teachers support novice teachers—have become commonplace in many schools worldwide. In Sweden, mentoring for beginning teachers has been a frequent feature of support since 2001. This study, conducted in Sweden, examines seven novice teachers and the impact the mentoring process had upon them during their first‐year teaching. Based on interviews, it was found that these experienced both professional and personal support from their mentors. The study also showed the significance of observant leaders within the mentorship program following up on the development of the mentor–mentee relationship.
Reflection is currently a key concept in teacher education. The reflection process is often described in terms of a cyclical model. In the present article, we explain how such a model can be used for supporting student teachers’ reflection on practical situations they are confronted with, and on their behaviour, skills and beliefs in such situations. In some cases, however, more fundamental issues appear to influence teachers’ practical functioning. For example, their self‐concept can have a decisive influence on the way they function, or they may do what is expected of them, and yet not feel truly involved. In such cases, a more fundamental form of reflection is needed, which in this article we refer to as ‘core reflection’. The focus on core reflection concurs with the recent emphasis in psychology on attending to people’s strengths rather than their deficiencies.
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The person of the teacher is an essential element in what constitutes professional teaching and therefore needs careful conceptualisation. In this article the author argues for this central thesis, presenting a wrap up of his theoretical and empirical work on the issue over the past decade. These studies have been inspired – both conceptually and methodologically – by teacher thinking‐research as well as the narrative‐biographical approach to teaching and teacher development. The result is an empirically grounded conceptual framework on teacher development and teacher professionalism. Central concepts are ‘professional self‐understanding’ and ‘subjective educational theory’ as components of the personal interpretative framework every individual teacher develops throughout his/her career. This personal framework results from the reflective and meaningful interactions between the individual teacher and the social, cultural and structural working conditions constituting his/her job context(s). As such the framework is the dynamic outcome of an ongoing process of professional learning (development). Furthermore, it is argued, that the particular professionalism or scholarship of teachers is fundamentally characterised by personal commitment and vulnerability, which eventually have consequences for the kind of reflective attitudes and skills professional teachers should master.
This article compares English and French approaches to secondary Initial Teacher Training, from the perspectives of trainee teachers just completing their programmes. The research explored three main issues with the two groups of trainees: How well prepared did they feel to meet the demands and challenges of teaching? How well supported were they by mentors in the school‐based element of the training? How did they view the procedures and criteria used to assess their fitness for teaching? Their responses revealed some experiences in common (for example, concern about their preparation for working with difficult pupils, and the value of developmental feedback from mentors), but also some significant differences, such as the balance between theory and practice and the assessment processes. The comparative analysis raises important issues about the values and assumptions underpinning teaching and how they influence the training process.
present a model of the thinking process / characterize the goals for a curriculum designed to teach thinking skills / characterize the skills underlying thinking (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Failure of expert motor skill is common in cases where performers are highly motivated to succeed. One cause of this can be an inward focus of attention in which an attempt is made to perform the skill by consciously processing explicit knowledge of how it works. The resulting disruption of the automaticity of the skill leads to its failure. It follows from this that disruption of automatic processing will be avoided if performers have little or no explicit knowledge of their skill. Subjects in the reported experiment were required to acquire a golf-putting skill, either explicitly (with knowledge of rules) or implicitly (without knowledge of rules) and were then tested under conditions of stress, induced by a combination of evaluation apprehension and financial inducement. Evidence was found to support the hypothesis that the skill of performers with a small pool of explicit knowledge is less likely to fail under pressure than that of performers with a large pool of explicit knowledge.
The pressure towards more school-based teacher education pro-grams, visible in many countries, creates a need to rethink the re-lationship between theory and practice. The traditional application-of-theory model appears to be rather ineffective and is currently being replaced by other, more reflective approaches. However, until now the variety of different notions and assumptions un-derlying these new approaches have not provided a sound basis for further development. Two related theoretical bases are presented for a new paradigm in teacher education. Thefirst uses the concepts of episteme and phronesis to introduce a new way of framing rele-vant knowledge. The second is a more holistic way of describing the relationship between teacher cognition and teacher behavior, lead-ing to a model of three levels in learning about teaching, the Gestalt level, the schema level and the theory level, which are illustrated by interview data. Building on these two theoretical;frameworks, a so-called "'realistic approach" to teacher education is introduced. The teacher educator's role within this approach is analyzed as well as organizational consequences. First evaluative results are presented.
This contribution deals with the question of how reflection of practitioners can be deepened. Due to the pressures of day
to day practice, they often focus on “quick fixes.” We describe several steps in the development of an approach to reflection
aimed at overcoming this tendency. These include a more balanced attention to thinking, feeling and wanting as the sources
of behavior, the distinction of six layers of reflection in the so-called “onion model,” a shift in the content of reflection
from the past to the ideal future, and finally a focus on presence and mindfulness. In the resulting concept of Core Reflection,
a specific method is used for dealing with the inner obstacles of the human mind to the actualization of personal qualities.
KeywordsProfessional development-Professional identity-Deep learning-Positive psychology-Core reflection-Presence
Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.
Incl. bibl., index. It is argued that professional education should be centered on enhancing the professional person's ability for "reflection-in-action," which is learning by doing and developing the ability for continued learned throughout the professional's career. Examples are drawn from an architectural design studio and the arts to demonstrate how reflection-in-action can be fostered in students and therefore in professionals in all areas. The approach involves active coaching by a master teacher, including giving students practice facing real problems, testing solutions, making mistakes, seeking help, and refining approaches. Extensive dialogues between teachers and students illustrate how reflection-in-action works, what encourages it, and behavior or attitudes that can prevent the development of reflectiveness. [ERIC]