Page 81 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 81
educators’ self-reflection
of self-regulatory processes: forethought, performance and self-reflection.
Therefore, self-reflection can also be perceived as a process that occurs af-
ter learning (or other) efforts and is designed to optimise a person’s reac-
tions to their outcomes (Zimmerman, 2008). The methods of self-reflection
can have different intentions, but they can generally all be used to improve
self-regulated learning on one hand and as a principle of assessment on the
other. As regards educators’ self-reflection, these principles can also be used
for both purposes depending on the paradigm whether educators’ work is
being assessed or they are trying to improve their work. Since this is a cy-
clic model, self-reflection again influences forethought and also the work
performance, so both purposes are eventually tackled. In terms of reduc-
ing ESL, forethought may be interpreted as preparing for education inter-
actions (i.e. teaching, mentoring…) and classroom management in terms
of supporting all students. The second phase is the actual educational expe-
rience, followed by self-reflection (critical evaluation) on the success of the
prepared plan and its implementation. Afterwards, based on these observa-
tions there come planning and preparing for further education experienc-
es that would engage all students.
Changing pedagogies to include more relevant (life-related, practical,
vocational) experiences for students and develop more individualised ap-
proaches as well respectful inclusive relations is crucial to keep students en-
gaged in school (Rogers, 2016). Thus, reflection and self-reflection can be
understood as a key element of educators’ professional development (but it
is not the only element or better than others) in order to acquire better ap-
proaches and competencies for meeting students’ needs and creating a sup-
portive education environment for all students in order to reduce ESL. Ever
since Schön (1983) presented self-reflection as a powerful tool for profes-
sional development, research has proven that teachers who reflect on their
practice are more likely to change their practice to better meet the needs
of their students (Osipova et al., 2011). When educators observe some crit-
ical indicators that could lead to a student’s ESL, a subsequent self-reflec-
tion could lead to more supportive actions of the educator that would pre-
vent the student dropping out.
Different models of educators’ self-reflection
Dewey (1933) was one of the first to research reflection in relation to the pro-
fessional work of educators. His research was about linear models of think-
ing and the interaction of thinking, experience and reflection. His work
81
of self-regulatory processes: forethought, performance and self-reflection.
Therefore, self-reflection can also be perceived as a process that occurs af-
ter learning (or other) efforts and is designed to optimise a person’s reac-
tions to their outcomes (Zimmerman, 2008). The methods of self-reflection
can have different intentions, but they can generally all be used to improve
self-regulated learning on one hand and as a principle of assessment on the
other. As regards educators’ self-reflection, these principles can also be used
for both purposes depending on the paradigm whether educators’ work is
being assessed or they are trying to improve their work. Since this is a cy-
clic model, self-reflection again influences forethought and also the work
performance, so both purposes are eventually tackled. In terms of reduc-
ing ESL, forethought may be interpreted as preparing for education inter-
actions (i.e. teaching, mentoring…) and classroom management in terms
of supporting all students. The second phase is the actual educational expe-
rience, followed by self-reflection (critical evaluation) on the success of the
prepared plan and its implementation. Afterwards, based on these observa-
tions there come planning and preparing for further education experienc-
es that would engage all students.
Changing pedagogies to include more relevant (life-related, practical,
vocational) experiences for students and develop more individualised ap-
proaches as well respectful inclusive relations is crucial to keep students en-
gaged in school (Rogers, 2016). Thus, reflection and self-reflection can be
understood as a key element of educators’ professional development (but it
is not the only element or better than others) in order to acquire better ap-
proaches and competencies for meeting students’ needs and creating a sup-
portive education environment for all students in order to reduce ESL. Ever
since Schön (1983) presented self-reflection as a powerful tool for profes-
sional development, research has proven that teachers who reflect on their
practice are more likely to change their practice to better meet the needs
of their students (Osipova et al., 2011). When educators observe some crit-
ical indicators that could lead to a student’s ESL, a subsequent self-reflec-
tion could lead to more supportive actions of the educator that would pre-
vent the student dropping out.
Different models of educators’ self-reflection
Dewey (1933) was one of the first to research reflection in relation to the pro-
fessional work of educators. His research was about linear models of think-
ing and the interaction of thinking, experience and reflection. His work
81
