Development of Reflective Ability as a Core Competence of Prospective Teachers
Author(s):
Eveline Christof (presenting / submitting)
Conference:
ECER 2012
Network:
10. Teacher Education Research
Format:
Research Workshop

Session Information

10 SES 04 C, Parallel Paper Session

Parallel Paper Session

Time:
2012-09-19
09:00-10:30
Room:
FCEE - Aula 2.4
Chair:
Laura Colucci-Gray

Contribution

Research question:

How can reflection and discourse competence be developed by teacher students during their teacher education studies?

Objectives

Currently a method that is experimentally applied in the field of teacher education at the University of Innsbruck is being designed as a module for teacher education to stimulate students’ reflective competence.

By using the method of the pedagogical reflective interview, information on educational processes of reflection can be gathered. With these data reflection processes of teacher students reflecting on pedagogical crisis situations can be explored and an overview of the basic principles of reflection processes in teacher education can be given. The aim is to develop a new module for teacher education in order to continue the professionalization of the teacher education studies. A new model of teacher professionalism favors skills such as teachers as reflective practitioners (Donald Schön 1991, Alex Moore 2007)

Theoretical framework

Recently there is an initiative aiming at taking up and broadening the issue of teachers’ professionalization. The Austrian ministry of education has set up a team of experts of the field of education working together in the project DEPIC (Developing of Professionalization in an International Context). So far, the group has devised the basics from which to develop professionalization and eventually put this notion into practice. The immediate concern of EPIK is “developing professionalization of (future) Austrian teachers in an international setting” (Schratz/Schrittesser et al., 2007). These domains of teacher professionalism are: reflection and discourse, awareness of professionalism, personal mastery, collegiality and ability to differentiate.

Reflection and discourse ability is therefore one of the core competences of the teaching profession. The reflection of one's own educational action serves to develop a professional teaching self. This refers to a professional teaching self with the important ability to reflect continuously at the moment of educational action and in retrospect.

Method

One method that originates from the field of qualitative educational research – the pedagogical reflective interview (Christof 2009) - is applied in a changed setting. Teacher students learn to apply this method and also gain experiences as interviewees – they are researchers and respondents at the same time. With this research program a pedagogic concern shall be met. The intention of the pedagogical reflective interview is to identify unnoticed learning processes and support them methodically in order to stimulate the interviewee’s educational reflecting process. A process of reflection on professional activity is based on the reconstruction of subjective theories (Groeben 1988). One’s own perception of a pedagogical crisis situation is examined for inconsistencies and breaks. This changed perspective provides space for new possibilities of action. The goal of the pedagogical reflective interview materializes in a transitory formation process (Alheit 1993), which equally affects subject and structure. In the winter semester 2011 20 students have participated in the seminar, a first sighting of results is planned for March 2012.

Expected Outcomes

During the interview students follow a process of reflection with colleagues and experience this process also as respondent. By reflecting a crisis situation from their own everyday teaching experiences they gain a scheme for reflection, which is also applicable to other situations. The documentation of the various steps of this research program forms a solid basis for further analysis - such as creating a typology - to provide additional insights for the field of teacher education and training. One main goal is to make the students reflective practitioners (see also Donald Schön 1991, Alex Moore 2007). Theory is used to reflect everyday classroom practice and to broaden the pedagogical expertise in a learning manner. Consequently teachers act increasingly more professional. Existing pedagogical theories are reviewed in practice and are expanded with findings from the field.

References

Alheit, P (1993): Transitorische Bildungsprozesse: Das „biographische Paradigma“ in der Weiterbildung. In: Mader, Wilhelm (Hg.): Weiterbildung und Gesellschaft. Grundlagen wissenschaftlicher und beruflicher Praxis in der Bundesrepublik Deutschland. Bremen: Universitätsbuchhandlung Bremen, 343-417 Christof, Eveline (2009): Bildungsprozessen auf der Spur. Das pädagogisch reflexive Interview. Wien: Löcker Moon, Jennifer A. (2004): A Handbook of Reflective and Experiental Learning – Theory and Practice. London and New York: Routledge Falmer Moore, Alex (2007): Beyond Reflection: Contingency, Idiosyncrasy and Reflexivity in Initial Teacher Education. In: Hammersley, Martyn (Ed.): Educational Research and Evidence-based Practice. Los Angeles, London, New Delhi, Singapore: Sage Publications, 121-138 Schön, Donald (1991): The Reflective Practitioner. How Professionals Think in Action. Schratz, Michael/ Schrittesser, Ilse/ Forthuber, Peter/ Pahr, Gerhard/ Paseka, Angelika/ Seel, Andrea (2005): Domänen von Lehrer/innen/professionalität. Entwicklung von Professionalität im internationalen Kontext (EPIK). In: journal für lehrerinnen- und lehrerbildung, Heft 1/2007, Innsbruck, Wien, Bozen: Studienverlag, p. 70-80.

Author Information

Eveline Christof (presenting / submitting)
University of Innsbruck
Department for Teacher Education and School Reseach
Innsbruck

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