Page 86 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 86
rth phase is followed by a fifth labelled Trial, which at the same time
functions as phase 1 – Action. During phase 2 of the model, teachers reflect
on their thinking, feeling, wanting and doing, as well as on the same as-
pects in their pupils. The aim is to become more aware of how they are re-
acting during their teaching, what their feelings and needs are along with
the feelings and needs of their pupils (Korthagen, 2005).
Korthagen’s ALACT model is also relevant to improving educators’
competencies and reflecting on already established practices in order to re-
duce ESL. The first phase (Action) can be considered as teaching or coun-
selling a student with high-risk factors for ESL by using a certain approach.
During the second phase (Looking back on the action), educators reflect on
their thinking, feeling, wanting and doing during the first phase, and on
the same aspects in their students. During the third phase (Awareness of
essential aspects) educators focus on becoming aware of the aspects that are
important for improving their further education practice. The fourth phase
(Creating alternative methods of action) is when educators can plan for the
future education experience with the same student or other students based
on their observation during the second phase. The fifth phase (Trial) repre-
sents the period when an educator tries to implement what was created and
planned during the third phase, i.e. tries to use another approach with the
same student or with other students. This is simultaneously also the first
phase (Action) since the educator then looks back on this trial, reflects and
the cycle begins from the start.
Korthagen and colleagues (Korthagen & Kessels, 1999; Korthagen,
2004; Korthagen, 2005; Korthagen & Vasalos, 2010; Korthagen, 2013;
Korthagen, 2014) established that the ALACT model of self-reflection is a
helpful process model, but it does not support the practitioner in knowing
what to reflect on, and that this can easily make the reflection somewhat su-
perficial. Especially in complex and recurring problematic situations, such
as preventing ESL, a reflection which only focuses on one’s previous and
future behaviour is counterproductive. In order for more transformation-
al changes to take place, deeper layers of educators’ understanding need to
be touched on. For this reason, Korthagen et al. supplemented the ALACT
model with a model describing possible contents of reflection at six differ-
ent levels – the Onion model (Korthagen & Vasalos, 2010).
The “onion model” or “a model of levels of change” presents various
levels that can be influenced by self-reflection (individuals’ behaviour, com-
petencies, beliefs, identity and mission) (see Figure 5; Korthagen, 2004).
86
functions as phase 1 – Action. During phase 2 of the model, teachers reflect
on their thinking, feeling, wanting and doing, as well as on the same as-
pects in their pupils. The aim is to become more aware of how they are re-
acting during their teaching, what their feelings and needs are along with
the feelings and needs of their pupils (Korthagen, 2005).
Korthagen’s ALACT model is also relevant to improving educators’
competencies and reflecting on already established practices in order to re-
duce ESL. The first phase (Action) can be considered as teaching or coun-
selling a student with high-risk factors for ESL by using a certain approach.
During the second phase (Looking back on the action), educators reflect on
their thinking, feeling, wanting and doing during the first phase, and on
the same aspects in their students. During the third phase (Awareness of
essential aspects) educators focus on becoming aware of the aspects that are
important for improving their further education practice. The fourth phase
(Creating alternative methods of action) is when educators can plan for the
future education experience with the same student or other students based
on their observation during the second phase. The fifth phase (Trial) repre-
sents the period when an educator tries to implement what was created and
planned during the third phase, i.e. tries to use another approach with the
same student or with other students. This is simultaneously also the first
phase (Action) since the educator then looks back on this trial, reflects and
the cycle begins from the start.
Korthagen and colleagues (Korthagen & Kessels, 1999; Korthagen,
2004; Korthagen, 2005; Korthagen & Vasalos, 2010; Korthagen, 2013;
Korthagen, 2014) established that the ALACT model of self-reflection is a
helpful process model, but it does not support the practitioner in knowing
what to reflect on, and that this can easily make the reflection somewhat su-
perficial. Especially in complex and recurring problematic situations, such
as preventing ESL, a reflection which only focuses on one’s previous and
future behaviour is counterproductive. In order for more transformation-
al changes to take place, deeper layers of educators’ understanding need to
be touched on. For this reason, Korthagen et al. supplemented the ALACT
model with a model describing possible contents of reflection at six differ-
ent levels – the Onion model (Korthagen & Vasalos, 2010).
The “onion model” or “a model of levels of change” presents various
levels that can be influenced by self-reflection (individuals’ behaviour, com-
petencies, beliefs, identity and mission) (see Figure 5; Korthagen, 2004).
86
