10 SES 04 C, Parallel Paper Session
Parallel Paper Session
How can reflection and discourse competence be developed by teacher students during their teacher education studies?
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)
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.
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