Moving beyond reflection in a hall of mirrors: developing critical reflective capacity in teachers and teacher educators

Clinical supervisors’ experiences of midwifery students’ reflective writing: a process for mutual professional growth

“…Previous research by Mauri et al (2019) showed that reflections enabled mutual learning and engagement in a context of respect. Fox et al (2019) showed that both the student and the supervisor must be equally engaged and active in the critical reflection process in order to develop their critical reflective capacity. In the present study supervisors indicated that students' reflective writing and their own feedback, developed themselves personally, as professional midwives and as supervisors, a fact also mentioned by Sukhato et al (2016).…”

Centering Reflection in Teachers’ International Exchange Experience

“…Like Brookfield (2008), Fox, Dodman & Holincheck (2019 caution that not all reflection is critical. They find that, without a critical framework applied to reflective journal prompts or debrief activities, teachers are more likely to just report on their experiences than they are to practice positionality or reflexivity throughout the writing process.…”

“…Without criticality, they argue, teachers' reflections are likely to describe their experiences in ways that reinforce their own social identities and worldviews. The risk of reinforcing cultural stereotypes through international exchange programs becomes greater without cultural orientation and debrief (Fox, Dodman & Holincheck, 2019). Structured opportunities to practice critical reflection skills during the exchange experience, are essential to support teachers' broader understanding of cultural openness in pedagogical transfer practices.…”

“…Critical reflection is, thus, necessary for teachers to contextualize pedagogical practices observed during the exchange experience. As Fox, Dodman & Holincheck (2019) remind, simply asking teachers to reflect on their experiences, without criticality, may ultimately reinforce existing cultural biases. Instead, teachers require both formal and informal opportunities to practice critical reflection during TEP experiences to support and sustain pedagogical transfer (Colón-Muñiz, SooHoo & Brignoni, 2010).…”

In Schule und Unterricht erlebte Praxis reflektieren.

“…Planung, Durchführung, Dokumentation und Reflexion eigener und fremder Schul-und Unterrichtserfahrungen sind zentraler Bestandteil des auf die Entwicklung von Professionskompetenzen hin ausgerichteten Studiums. Es kann also davon ausgegangen werden, dass im Studium die mündliche wie schriftliche Fähigkeit zur Reflexion von Erfahrungen (sensu reflection on action; Schön 1983Schön , 1987) als einer der zentralen Bestandteile pädagogischer Professionalität (Farrell, 2012;Fox et al, 2019;Rosenberger, 2017Rosenberger, , 2018Wyss & Ammann, 2015;Zeichner & Yan Liu, 2010) entsprechend gefördert wird. Hier setzt der vorliegende Beitrag an, der folgenden Forschungsfragen nachgeht: Wie zeigt sich pädagogische Professionalität in der schriftlichen Reflexion eigener Schul-und Unterrichtserfahrungen gegen Ende des Studiums?…”