Page 89 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 89
educators’ self-reflection
relational competence) and responses. A connection between professional
and the personal elements is important (Korthagen & Vasalos, 2010) since
many authors emphasise that a strong divide between the personal and
the professional may lead to an ineffective friction in an educators’ identi-
ty (Beijaard et al., 2004). Therefore, inadequate conceptions about students,
defragmentation of relational competence and inability to engage students
are associated with an inability to prevent ESL since students at risk for ESL
are generally less motivated for school work and do not perceive the school
and teachers to be very a positive environment and good motivators (Traag
& Van der Velden, 2008; Harrington, 2008) and thus they need educators
who possess the best possible combination of the above characteristics.
Several different methods can be used to engage in self-reflection in or-
der to induce professional development, such as the “thinking-aloud” inter-
view or stimulated recall, in which a subject engaged in a task speaks their
thoughts aloud (Gläser-Zikuda, 2012). This allows the study of thoughts
without influencing the subject to think too long about what they are asked,
for example, in questionnaires. Further, written forms of self-reflection are
a learning diary, learning protocol, and portfolio (Gläser-Zikuda, 2012). As
indicated, the choice of self-reflection strategy is extremely important for
attaining the expected outcomes and reducing the adverse effects.
One approach for reflecting on one’s own education experiences or re-
flecting on the educational experiences of other educators is based on vid-
eo. Video has become quite a widely used tool in teacher professional devel-
opment (Brophy, 2004) and also in educators’ self-reflection (Osipova et al.,
2011). However, as Seidel and colleagues (2011) point out, the available re-
search only provides limited insight into teachers’ experiences of watching
videos of their own teaching versus others’ teaching. It also offers limited
information on how teaching practice changes following video-based (self)
reflection during in-service professional development courses. They (Seidel
et al., 2011) discovered that teachers who analysed their own teaching ex-
perienced higher activation, indicated by higher immersion (deep-level en-
gagement), resonance (a link to own teaching) and motivation than before
the self-reflection, and higher than when reflecting on others’ teaching.
Osipova (2015) then demonstrated with the results of a study that lessons
undertaken when applying a certain intervention: coaching, video self-re-
flection, and the combined intervention of coaching and video self-reflec-
tion, produced much higher quality ratings than lessons without such in-
tervention. Research (Tripp & Rich, 2012) has also proven that participating
89
relational competence) and responses. A connection between professional
and the personal elements is important (Korthagen & Vasalos, 2010) since
many authors emphasise that a strong divide between the personal and
the professional may lead to an ineffective friction in an educators’ identi-
ty (Beijaard et al., 2004). Therefore, inadequate conceptions about students,
defragmentation of relational competence and inability to engage students
are associated with an inability to prevent ESL since students at risk for ESL
are generally less motivated for school work and do not perceive the school
and teachers to be very a positive environment and good motivators (Traag
& Van der Velden, 2008; Harrington, 2008) and thus they need educators
who possess the best possible combination of the above characteristics.
Several different methods can be used to engage in self-reflection in or-
der to induce professional development, such as the “thinking-aloud” inter-
view or stimulated recall, in which a subject engaged in a task speaks their
thoughts aloud (Gläser-Zikuda, 2012). This allows the study of thoughts
without influencing the subject to think too long about what they are asked,
for example, in questionnaires. Further, written forms of self-reflection are
a learning diary, learning protocol, and portfolio (Gläser-Zikuda, 2012). As
indicated, the choice of self-reflection strategy is extremely important for
attaining the expected outcomes and reducing the adverse effects.
One approach for reflecting on one’s own education experiences or re-
flecting on the educational experiences of other educators is based on vid-
eo. Video has become quite a widely used tool in teacher professional devel-
opment (Brophy, 2004) and also in educators’ self-reflection (Osipova et al.,
2011). However, as Seidel and colleagues (2011) point out, the available re-
search only provides limited insight into teachers’ experiences of watching
videos of their own teaching versus others’ teaching. It also offers limited
information on how teaching practice changes following video-based (self)
reflection during in-service professional development courses. They (Seidel
et al., 2011) discovered that teachers who analysed their own teaching ex-
perienced higher activation, indicated by higher immersion (deep-level en-
gagement), resonance (a link to own teaching) and motivation than before
the self-reflection, and higher than when reflecting on others’ teaching.
Osipova (2015) then demonstrated with the results of a study that lessons
undertaken when applying a certain intervention: coaching, video self-re-
flection, and the combined intervention of coaching and video self-reflec-
tion, produced much higher quality ratings than lessons without such in-
tervention. Research (Tripp & Rich, 2012) has also proven that participating
89
