Page 77 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
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Educators’ Self-reflection
Tina Vršnik Perše, Maša Vidmar and Ana Kozina
Synopsis
Self-reflection of educators is a key factor of their professional devel-
opment. It can also influence educators’ perspectives, notions and
practice regarding the education of students at risk of early school
leaving (ESL). Therefore, self-reflection should be implemented as an
important element of ESL prevention but with a consideration of its
possible downsides.
Summary
This paper focuses on educators’ self-reflection as a professional de-
velopment tool. The individual’s ability to reflect and assess their be-
haviours and abilities affects their choices, aspirations, motivations
and coping mechanisms (Frydenberg, 2011) and this ability should
therefore be promoted and developed, especially among educa-
tors. An overview of the development of the concept of self-reflec-
tion in education (from Dewey, 1933 to Korthagen, 2004) highlights
the most important models of self-reflection. The definitions regard-
ing self-reflection and related approaches in education (such as core
reflection and critical reflection) reveal the process’ attributes and
the relationship to early school leaving (ESL). In the article, the im-
portance of self-reflection as an element of educators’ professional
development is addressed while some contemporary approaches of
self-reflection are also discussed since it has been determined that
77
Educators’ Self-reflection
Tina Vršnik Perše, Maša Vidmar and Ana Kozina
Synopsis
Self-reflection of educators is a key factor of their professional devel-
opment. It can also influence educators’ perspectives, notions and
practice regarding the education of students at risk of early school
leaving (ESL). Therefore, self-reflection should be implemented as an
important element of ESL prevention but with a consideration of its
possible downsides.
Summary
This paper focuses on educators’ self-reflection as a professional de-
velopment tool. The individual’s ability to reflect and assess their be-
haviours and abilities affects their choices, aspirations, motivations
and coping mechanisms (Frydenberg, 2011) and this ability should
therefore be promoted and developed, especially among educa-
tors. An overview of the development of the concept of self-reflec-
tion in education (from Dewey, 1933 to Korthagen, 2004) highlights
the most important models of self-reflection. The definitions regard-
ing self-reflection and related approaches in education (such as core
reflection and critical reflection) reveal the process’ attributes and
the relationship to early school leaving (ESL). In the article, the im-
portance of self-reflection as an element of educators’ professional
development is addressed while some contemporary approaches of
self-reflection are also discussed since it has been determined that
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