Page 91 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 91
educators’ self-reflection
as an approach to educators’ professional development was recognised as
highly valued and engaging but it can also have some disadvantages, such
as facilitating stress or rumination or as a process that on a superficial lev-
el can lead to complaining instead of searching for ways to improve. In
order to reduce these side-effects, several approaches should be combined
and as many aspects as possible should be addressed during the profession-
al development process so as to enable educators to develop their own abil-
ity to rethink the education process they are providing for students at risk
for ESL.
References
Attema-Noordewier, S., Korthagen, F. A. J., & Zwart, R. C. (2013). Core reflec-
tion in primary schools: A new approach to educational innovation. In F.
A. J. Korthagen, Y. M. Kim, & W. L. Greene (Eds.), Teaching and learning
from within: A core reflection approach to quality and inspiration in edu-
cation (pp. 111–130). New York/London: Routledge.
Beijaard, D., Meijer P. C., & Verloop, N. (2004). Reconsidering research on
teachers’ professional identity. Teaching and Teacher Education, 20(2),
107–128.
Brookfield, S. (1995). Becoming a critically reflective practitioner: Thousand
Oaks, CA: Sage.
Cleary, T. J. (2011). Self-evaluation in academic settings. In Goldstein, S. &
Naglieri, J. A. (Eds.), Encyclopedia of Child Behavior and Development
(pp. 1320–1321). New York: Springer.
Dewey, J. (1933). How we think: A restatement of the relation of reflective think-
ing to the educative process. Boston: DC Heath and Company.
European Commission – EC. (2013). Reducing early school leaving: Key mes-
sages and policy support. Final Report of the Thematic Working Group on
Early School Leaving. Retrieved from: http://ec.europa.eu/education/policy/
strategic-framework/doc/eslgroup-report_en.pdf
Frydenberg, E. (2011). Self-efficacy. In Levesque, R. J. R. (Ed.). Encyclopedia of
Adolescence (pp. 2554–2559). New York: Springer.
Gläser-Zikuda, M. (2012). Self-reflecting methods of learning research. In Seel,
N. M. (Ed.), Encyclopedia of the Science of Learning (pp. 3011–3015). New
York/ Dordrecht/Heidelberg/London: Springer.
Good, T. L., & Brophy, J. E. (1997). Looking in classrooms (7th ed.). New York:
Addison-Wesley.
91
as an approach to educators’ professional development was recognised as
highly valued and engaging but it can also have some disadvantages, such
as facilitating stress or rumination or as a process that on a superficial lev-
el can lead to complaining instead of searching for ways to improve. In
order to reduce these side-effects, several approaches should be combined
and as many aspects as possible should be addressed during the profession-
al development process so as to enable educators to develop their own abil-
ity to rethink the education process they are providing for students at risk
for ESL.
References
Attema-Noordewier, S., Korthagen, F. A. J., & Zwart, R. C. (2013). Core reflec-
tion in primary schools: A new approach to educational innovation. In F.
A. J. Korthagen, Y. M. Kim, & W. L. Greene (Eds.), Teaching and learning
from within: A core reflection approach to quality and inspiration in edu-
cation (pp. 111–130). New York/London: Routledge.
Beijaard, D., Meijer P. C., & Verloop, N. (2004). Reconsidering research on
teachers’ professional identity. Teaching and Teacher Education, 20(2),
107–128.
Brookfield, S. (1995). Becoming a critically reflective practitioner: Thousand
Oaks, CA: Sage.
Cleary, T. J. (2011). Self-evaluation in academic settings. In Goldstein, S. &
Naglieri, J. A. (Eds.), Encyclopedia of Child Behavior and Development
(pp. 1320–1321). New York: Springer.
Dewey, J. (1933). How we think: A restatement of the relation of reflective think-
ing to the educative process. Boston: DC Heath and Company.
European Commission – EC. (2013). Reducing early school leaving: Key mes-
sages and policy support. Final Report of the Thematic Working Group on
Early School Leaving. Retrieved from: http://ec.europa.eu/education/policy/
strategic-framework/doc/eslgroup-report_en.pdf
Frydenberg, E. (2011). Self-efficacy. In Levesque, R. J. R. (Ed.). Encyclopedia of
Adolescence (pp. 2554–2559). New York: Springer.
Gläser-Zikuda, M. (2012). Self-reflecting methods of learning research. In Seel,
N. M. (Ed.), Encyclopedia of the Science of Learning (pp. 3011–3015). New
York/ Dordrecht/Heidelberg/London: Springer.
Good, T. L., & Brophy, J. E. (1997). Looking in classrooms (7th ed.). New York:
Addison-Wesley.
91
