Page 79 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 79
educators’ self-reflection
as a powerful tool (Osipova et al., 2015). Self-reflection is thus recognised
as an important method of professional development with the possibili-
ty to tackle contemporary educational issues, including reducing ESL.
Currently, the approach to implementing self-reflection in every educators’
practice is not systematic and is left more up to each individual.
Despite the numerous scientifically recognised advantages of engag-
ing in self-reflection as a systematic approach to professional development,
there are also downsides that need to be considered. Košir and colleagues
(2015) demonstrated that, in the interaction with perceived workload, re-
flection can actually be a maladaptive personal characteristic. It seems that
in the circumstances of a high workload, reflection works as an additional
stressor and contributes to intensified stress levels. Therefore, it is impor-
tant that self-reflection is applied with a consideration of all characteristics
of each educational experience (students, educators, content…).
The research into self-reflection tends to focus on two of its core as-
pects, one that centres on rumination (that is a negative, chronic and per-
sistent self-focus motivated by perceived threats, losses or injustices to the
self and contributing to neuroticism and depression) and a more healthy
form of self-reflection (motivated by curiosity or epistemic interest in the
self and associated with openness to experiences and the promotion of
self-knowledge and positive mental health) (e.g. Trapnell and Campbell,
1999). The latter aspect is referred to in this paper.
The purpose of the paper was to analyse the characteristics of educa-
tors’ self-reflection and to discuss its possibilities in terms of changing edu-
cators’ practice in general and in the context of ESL prevention. Conceptual
issues and several models and methods of educators’ self-reflection were
therefore introduced.
Methodology
We conducted a review of the literature by searching in the ERIC,
SpringerLink, Wiley, Sage, Proquest, and Science Direct search engines for
information about teachers’ self-reflection, video self-reflection, the devel-
opment of the concept and its relationship to ESL. We included four types
of documents: scientific papers, webpages presenting educators’ self-reflec-
tion, scientific monographs explaining the theoretical background for en-
gaging in educators’ self-reflection along with EU documents and reports
on the subject matter.
79
as a powerful tool (Osipova et al., 2015). Self-reflection is thus recognised
as an important method of professional development with the possibili-
ty to tackle contemporary educational issues, including reducing ESL.
Currently, the approach to implementing self-reflection in every educators’
practice is not systematic and is left more up to each individual.
Despite the numerous scientifically recognised advantages of engag-
ing in self-reflection as a systematic approach to professional development,
there are also downsides that need to be considered. Košir and colleagues
(2015) demonstrated that, in the interaction with perceived workload, re-
flection can actually be a maladaptive personal characteristic. It seems that
in the circumstances of a high workload, reflection works as an additional
stressor and contributes to intensified stress levels. Therefore, it is impor-
tant that self-reflection is applied with a consideration of all characteristics
of each educational experience (students, educators, content…).
The research into self-reflection tends to focus on two of its core as-
pects, one that centres on rumination (that is a negative, chronic and per-
sistent self-focus motivated by perceived threats, losses or injustices to the
self and contributing to neuroticism and depression) and a more healthy
form of self-reflection (motivated by curiosity or epistemic interest in the
self and associated with openness to experiences and the promotion of
self-knowledge and positive mental health) (e.g. Trapnell and Campbell,
1999). The latter aspect is referred to in this paper.
The purpose of the paper was to analyse the characteristics of educa-
tors’ self-reflection and to discuss its possibilities in terms of changing edu-
cators’ practice in general and in the context of ESL prevention. Conceptual
issues and several models and methods of educators’ self-reflection were
therefore introduced.
Methodology
We conducted a review of the literature by searching in the ERIC,
SpringerLink, Wiley, Sage, Proquest, and Science Direct search engines for
information about teachers’ self-reflection, video self-reflection, the devel-
opment of the concept and its relationship to ESL. We included four types
of documents: scientific papers, webpages presenting educators’ self-reflec-
tion, scientific monographs explaining the theoretical background for en-
gaging in educators’ self-reflection along with EU documents and reports
on the subject matter.
79
