reflection skills in teacher education
DESCRIPTION
F. Questier, I. Joost, A. Libotton, Reflection skills in teacher education: an investigation into the nature of the written reflection on specific teaching situations in digital learning portfolios, Proceedings of 36th Annual Conference of the Association for Teacher Education in Europe (ATEE), August 2011, Riga, abstract publishedTRANSCRIPT
Reflection skillsin teacher education:
an investigation into the natureof the written reflection
on specific teaching situationsin digital learning portfolios
Frederik Questier, Joost Ingels, Arno LibottonVrije Universiteit Brussel
ATEE conference 2011, August 2011, Riga
This presentation can be found athttp://questier.com
http://www.slideshare.net/Frederik_Questier
My background
Context:teacher training
Flemish decree on teacher educationcompetencies based
The teacher as…
1.guide of learning and developing processes
2.educator
3.expert
4.organisator
5.innovator
6.partner of parents
7.member of a school team
8.partner of external institutions
9.member of the education community
10.participant of culture
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Digital learning portfolioDigital learning portfolio
Flexible instrument for
➢students
➢ planning, reflecting, showcasing:
learning process, development of competences
➢teachers
➢ coaching and assessing➢ the development of competences➢ course and year transcending
Educational portfolios
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Reflectionquality?
Research study
➢ Analysis of➢ 11 portfolios
➢ 47 reflection blocks
➢ Built a category system➢ based on theory➢ adapted to context
Korthagen'sALACT cycle of reflection
Do students describe all stepsof the ALACT cycle?
Conclusions
➢ 3 first steps of ALACT
are more described
than 2 last ones (creating and trying alternatives)
How do students reflect?
Conclusions
➢ Reflection is described more from
a teacher perspective than from
a pupils perspective
➢ Reflection is more described for
“what did I / pupils do and think?” than for
“what did I / pupils want and feel?”
Onion model of Korthagen
Do students reflecton all layers of the onion model?
Conclusions
➢ More reflection on
outer layers than on
inner layers (identity and mission)
This could cause frictions!
Division in 2 groups
➢ Group A (N=24)➢ Reflection blocks with a description of any of the
following reflections:➢ What did I want?➢ What did I feel?➢ What did pupils want?➢ What did pupils feel?
➢ Group B (N=23)➢ Reflection blocks without any of the above reflections
described.
ReflectionGroup A vs Group B
ReflectionGroup A vs Group B
Onion model layersGroup A vs Group B
Conclusions
➢ Reflection quality is higher when it includes reflection upon “what do I/pupils want and feel?”➢ Statistically significant:
➢ Awareness➢ Create alternatives➢ Trial➢ Describe + reflect competencies➢ Describe + reflect beliefs
General conclusions
➢ Competence oriented nature of this portfolio →
focus on demonstrating efforts for the improvement of competencies
and less on the whole of personal development
➢ Not much core reflection
Recommendations
➢ Careful with too much emphasis on competencies!➢ Enough emphasis on own teaching experiences
➢ Stimulate full reflection cycles
➢ Stimulate reflection on what teachers and pupils want and feel.
➢ Stimulate reflection on all onion levels
Additional copyright acknowledgements
➢ Social Network CC-by by Frederik Questier➢ ALACT cycle of reflection, copyright by Korthagen➢ Onion model, copyright by Korthagen➢ Chamilo logo by Chamilo➢ Question? CC-by by Stefan Baudy
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Questions? Comments?Questions? Comments?Thanks!Thanks!
See also http://questier.com