Page 90 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 90
video reflections increased teachers’ desires to change their teaching.
The implication was that, where teachers see no need to change their prac-
tice, participation in video reflection may alter that view and create an in-
trinsic desire to change. Teachers also reported that, based on the video
self-reflection, they were also changing their teaching when returning to
the classroom (Tripp & Rich, 2012). Since one of the main principles for re-
ducing the impact of the risk factors for ESL is to create a supportive educa-
tional environment for all students which includes educational experiences
that engage all the students, video self-reflection combined with coaching
and the implications for changing one’s teaching could contribute greatly
to preventing ESL since it leads to a better understanding of the education-
al process, educators’ own behaviour, students’ behaviour and better edu-
cation outcomes.
Conclusion
We have demonstrated several benefits of educators’ self-reflection and
thus believe that self-reflection should be a major element of every educa-
tor’s professional development since it enables a wide range of understand-
ing and analysing of one’s own practice, competencies, beliefs, identity and
mission and in such a way contributes to students’ higher engagement and
therefore lower ESL rates.
Several models of self-reflection were presented, with all indicating the
importance of educators’ active participation in the self-reflection process
and all determining that self-reflection is a process that can help educators
with their professional development.
According to Korthagen and Kessels (1999), being aware of the
main aspects connected with our actions is the key phase of reflection.
Self-reflection based on the ALACT model (Korthagen & Kessels, 1999;
Korthagen, 2004; Korthagen, 2005; Korthagen & Vasalos, 2010; Korthagen,
2013; Korthagen, 2014) has been shown to have effects regarding both edu-
cators as well as students. Educators must therefore first become aware of
their perceptions of learning and teaching and regarding ESL and only af-
terwards can they alter their subjective conceptions and (re)actions as an
educator if the deeper levels of self-reflection are applied. The incorpora-
tion of video self-reflection within professional development should focus
on helping teachers move beyond a superficial level of self-reflection and
to use the dissonance experience to reflect on how their practice could en-
hance student learning (Osipova et al., 2011) and reduce ESL. Self-reflection
90
The implication was that, where teachers see no need to change their prac-
tice, participation in video reflection may alter that view and create an in-
trinsic desire to change. Teachers also reported that, based on the video
self-reflection, they were also changing their teaching when returning to
the classroom (Tripp & Rich, 2012). Since one of the main principles for re-
ducing the impact of the risk factors for ESL is to create a supportive educa-
tional environment for all students which includes educational experiences
that engage all the students, video self-reflection combined with coaching
and the implications for changing one’s teaching could contribute greatly
to preventing ESL since it leads to a better understanding of the education-
al process, educators’ own behaviour, students’ behaviour and better edu-
cation outcomes.
Conclusion
We have demonstrated several benefits of educators’ self-reflection and
thus believe that self-reflection should be a major element of every educa-
tor’s professional development since it enables a wide range of understand-
ing and analysing of one’s own practice, competencies, beliefs, identity and
mission and in such a way contributes to students’ higher engagement and
therefore lower ESL rates.
Several models of self-reflection were presented, with all indicating the
importance of educators’ active participation in the self-reflection process
and all determining that self-reflection is a process that can help educators
with their professional development.
According to Korthagen and Kessels (1999), being aware of the
main aspects connected with our actions is the key phase of reflection.
Self-reflection based on the ALACT model (Korthagen & Kessels, 1999;
Korthagen, 2004; Korthagen, 2005; Korthagen & Vasalos, 2010; Korthagen,
2013; Korthagen, 2014) has been shown to have effects regarding both edu-
cators as well as students. Educators must therefore first become aware of
their perceptions of learning and teaching and regarding ESL and only af-
terwards can they alter their subjective conceptions and (re)actions as an
educator if the deeper levels of self-reflection are applied. The incorpora-
tion of video self-reflection within professional development should focus
on helping teachers move beyond a superficial level of self-reflection and
to use the dissonance experience to reflect on how their practice could en-
hance student learning (Osipova et al., 2011) and reduce ESL. Self-reflection
90
