Page 88 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 88
ependently, they will have developed a growth competence (Korthagen,
2014).
A very interesting conclusion was drawn by teacher educators after in-
cluding core self-reflection in their curriculum that core reflection is a pro-
foundly reciprocal process and that the further we integrate the approach
within our work with students, the more we ourselves are changed as a re-
sult (King & Lau-Smith, 2013). Williams and Power (2009) concluded that
acknowledging and examining personal characteristics (core qualities) and
emotions in teaching practice, and in the core reflection process itself, is an
important way in which educators can construct their professional identi-
ties, and examine and improve their practice. Further, Attema-Noordewier,
Korthagen and Zwart (2013) described how, after professional development
through core self-reflection, teachers reported an increased feeling of au-
tonomy, stronger coaching skills together with enhanced core qualities of
students, colleagues and themselves. The teachers also reported an increase
in the students’ working and communication skills and in the students’ at-
titudes, which are among the most important factors in preventing ESL.
(Self)-reflection as a core reflection in such a cyclic form based on the
ALACT model is an activity that directs teachers towards examining the
existing and creating new approaches and methods for further actions (ed-
ucational experiences), new views and notions and new competencies while
analysing their own activities or activities of another. Teachers’ own views
of knowledge, learning and teaching can also be key to what teachers report
about students (are students successful, how successful they are) and how
students perceive the school environment (as supportive and engaging or
not). When educators reflect on a certain educational experience they can
better understand not only their own but also their students’ perspective
which enables them to create a more supportive environment and therefore
reduce the risk factors for ESL.
Methods of self-reflection
Self-reflections may be conducted in various forms. Effective teachers may
reflect on their work formally or informally; for instance, they may re-
view a day’s work mentally, keep a journal, meet regularly with a mentor or
with colleagues, or assess a videotaped recording of their teaching (Good
& Brophy, 1997). Yet the self-reflection of teachers should not be limited
to reflecting on their day’s work (such as teaching approach or assessment
strategies) but also on their social and emotional competencies (such as
88
2014).
A very interesting conclusion was drawn by teacher educators after in-
cluding core self-reflection in their curriculum that core reflection is a pro-
foundly reciprocal process and that the further we integrate the approach
within our work with students, the more we ourselves are changed as a re-
sult (King & Lau-Smith, 2013). Williams and Power (2009) concluded that
acknowledging and examining personal characteristics (core qualities) and
emotions in teaching practice, and in the core reflection process itself, is an
important way in which educators can construct their professional identi-
ties, and examine and improve their practice. Further, Attema-Noordewier,
Korthagen and Zwart (2013) described how, after professional development
through core self-reflection, teachers reported an increased feeling of au-
tonomy, stronger coaching skills together with enhanced core qualities of
students, colleagues and themselves. The teachers also reported an increase
in the students’ working and communication skills and in the students’ at-
titudes, which are among the most important factors in preventing ESL.
(Self)-reflection as a core reflection in such a cyclic form based on the
ALACT model is an activity that directs teachers towards examining the
existing and creating new approaches and methods for further actions (ed-
ucational experiences), new views and notions and new competencies while
analysing their own activities or activities of another. Teachers’ own views
of knowledge, learning and teaching can also be key to what teachers report
about students (are students successful, how successful they are) and how
students perceive the school environment (as supportive and engaging or
not). When educators reflect on a certain educational experience they can
better understand not only their own but also their students’ perspective
which enables them to create a more supportive environment and therefore
reduce the risk factors for ESL.
Methods of self-reflection
Self-reflections may be conducted in various forms. Effective teachers may
reflect on their work formally or informally; for instance, they may re-
view a day’s work mentally, keep a journal, meet regularly with a mentor or
with colleagues, or assess a videotaped recording of their teaching (Good
& Brophy, 1997). Yet the self-reflection of teachers should not be limited
to reflecting on their day’s work (such as teaching approach or assessment
strategies) but also on their social and emotional competencies (such as
88
