Page 85 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 85
educators’ self-reflection
Self-reflection of educators today: The ALACT model of core
self-reflection and its implications for ESL
Recently, Korthagen (2004) developed a model of so-called core self-reflec-
tion through which an individual can become aware and improve their op-
tions for transforming their already acquired knowledge, experience, cog-
nitive structures, feelings, emotions, motivation to learn and an engaged
attitude to work etc. The model is based on several already presented mod-
els of reflection developed in the 20th century but it highlights new aspects
of educators’ professional development such as their professional identity,
mission and core qualities. It has been developing for almost two decades
and today it is one of the most referenced contemporary models on educa-
tors’ self-reflection, especially with the link to educators’ professional de-
velopment and the possible implications for preventing ESL.
Creating alternative
methods of action
Awareness Trial
of essential Action
aspects
Looking back
on the action
Figure 4. Korthagen’s ALACT cycle of reflection (Adapted from Korthagen, 2014, p. 75)
Korthagen and Kessels (1999) describe four phases of self-reflection
(the ALACT model) which are suitable for facilitating and developing an
(active) reflective attitude to one’s professional activities and professional
development, based on an analysis of one’s own practice and cognition that
guide an individual’s thinking, actions, evaluation and comprehensive ac-
tivities: 1. Action; 2. Looking back on the action; 3. Awareness of essential
aspects; 4. Creating alternative methods for action (also see Figure 4). The
85
Self-reflection of educators today: The ALACT model of core
self-reflection and its implications for ESL
Recently, Korthagen (2004) developed a model of so-called core self-reflec-
tion through which an individual can become aware and improve their op-
tions for transforming their already acquired knowledge, experience, cog-
nitive structures, feelings, emotions, motivation to learn and an engaged
attitude to work etc. The model is based on several already presented mod-
els of reflection developed in the 20th century but it highlights new aspects
of educators’ professional development such as their professional identity,
mission and core qualities. It has been developing for almost two decades
and today it is one of the most referenced contemporary models on educa-
tors’ self-reflection, especially with the link to educators’ professional de-
velopment and the possible implications for preventing ESL.
Creating alternative
methods of action
Awareness Trial
of essential Action
aspects
Looking back
on the action
Figure 4. Korthagen’s ALACT cycle of reflection (Adapted from Korthagen, 2014, p. 75)
Korthagen and Kessels (1999) describe four phases of self-reflection
(the ALACT model) which are suitable for facilitating and developing an
(active) reflective attitude to one’s professional activities and professional
development, based on an analysis of one’s own practice and cognition that
guide an individual’s thinking, actions, evaluation and comprehensive ac-
tivities: 1. Action; 2. Looking back on the action; 3. Awareness of essential
aspects; 4. Creating alternative methods for action (also see Figure 4). The
85
