Page 87 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 87
educators’ self-reflection
6
5 (6) … Environment (What do I encounter?)
(5) … Behaviour (What do I do?)
4
(4) … Competencies (What am I competent at?)
3 (3) … Beliefs (What do I believe in the situation)
(2) … Identity (Who I am in my work?)
2 (1) … Mission (What is my ideal?)
1
Figure 5. Korthagen’s Onion model – the model levels of reflection
(Adapted from Korthagen, 2014, p. 76)
The link with ESL can be explained on each level. The environment for
each educator means reflecting on the way students react (e.g. students at
risk of dropping out) as well as the whole classroom and school climate and
culture (whether it is accepting and motivating for students at risk of drop-
ping out). The reflection on behaviour may focus on behaviours that are
more and less effective (e.g. showing empathy for students at risk of drop-
ping out). The reflection on competencies may focus on one’s own compe-
tency to respond empathetically or motivatingly. The reflection on beliefs
about ESL can also put many actions into a different perspective. It is also
important for educators to reflect on what kind of educators they are and
what kind of educators they want to be. Finally, the reflection at the level
of mission would deal with questions about why somebody decided to be-
come an educator (e.g. only to educate the best students or to support all of
them).
Core reflection as a concept is an important ingredient of effective
learning at all levels of schooling and teachers’ professional development
and is also crucial as a method for growth in collegial coaching (Korthagen,
2013) although it needs to exceed the superficial levels of the reflection.
When teachers are able to progress through the various model phases
87
6
5 (6) … Environment (What do I encounter?)
(5) … Behaviour (What do I do?)
4
(4) … Competencies (What am I competent at?)
3 (3) … Beliefs (What do I believe in the situation)
(2) … Identity (Who I am in my work?)
2 (1) … Mission (What is my ideal?)
1
Figure 5. Korthagen’s Onion model – the model levels of reflection
(Adapted from Korthagen, 2014, p. 76)
The link with ESL can be explained on each level. The environment for
each educator means reflecting on the way students react (e.g. students at
risk of dropping out) as well as the whole classroom and school climate and
culture (whether it is accepting and motivating for students at risk of drop-
ping out). The reflection on behaviour may focus on behaviours that are
more and less effective (e.g. showing empathy for students at risk of drop-
ping out). The reflection on competencies may focus on one’s own compe-
tency to respond empathetically or motivatingly. The reflection on beliefs
about ESL can also put many actions into a different perspective. It is also
important for educators to reflect on what kind of educators they are and
what kind of educators they want to be. Finally, the reflection at the level
of mission would deal with questions about why somebody decided to be-
come an educator (e.g. only to educate the best students or to support all of
them).
Core reflection as a concept is an important ingredient of effective
learning at all levels of schooling and teachers’ professional development
and is also crucial as a method for growth in collegial coaching (Korthagen,
2013) although it needs to exceed the superficial levels of the reflection.
When teachers are able to progress through the various model phases
87
