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Is self reflection dangerous?

Reflection is considered necessary and beneficial within career learning and is deemed to be a condition for successful career-identity development. Indeed, reflection is generally seen as a key competency in learning how to respond effectively to a complex and dynamic post-modern world in which individuals are increasingly exposed to risk. Paradoxically however, reflection can itself form a risk when it results in rumination. It is therefore important to identify the conditions and personal (risk) factors that make reflection a detrimental or beneficial activity and to identify elements within career learning interventions that promote benefit. The purpose here is to increase awareness about reflective versus ruminative processes and promote responsible use of interventions that aim to stimulate reflection in the process of career-identity formation. Based on the “career writing” method, the authors conclude that a successful career intervention must especially provide good facilitation and a safe holding environment. https://doi.org/10.1177/1038416216670675 LinkedIn: https://www.linkedin.com/in/reinekke-lengelle-phd-767a4322/

Team-reflection

In literature, co-teaching is mostly defined as an instrumental and pedagogical means delivered by collaborating special and regular teachers, from which students with and without special educational needs benefit in regular schools. The importance of a shared vision on the part of members of co-teaching teams as to what they consider as good education for students is not mentioned in definitions of co-teaching. The authors argue that sense-making by reflection about what can be considered as good education – good teaching and good learning – is essential when co-teachers want to understand or change their practice or relationship with their partner. We reviewed 17 articles about co-teaching teams’ professional development and identified that challenges to co-teachers’ professionalisation mostly were directed to interpersonal and normative aspects of development in co-teaching teams. We elaborate on five distinguished movements that can bring about change in teacher professionalism. These movements correspond to the challenges retrieved from the literature review and can be used to contribute to move toward a new perspective on professionalism of co-teachers. A contemporary definition of co-teaching is proposed because former definitions do not suffice to express the value of constructing a shared vision on good teaching and learning. We argue that team-reflection is the missing link in terms of enhancing normative professionalism of co-teaching teams and recommend that further research should be conducted to value team-reflection as a means to overcome challenges of co-teaching teams.

PROFESSIONALISING TEACHERS IN GUIDING REFLECTION

The reflection level and the construction of the professional identity of university students

To strengthen students’ professional identity (PI), it is vital to givereflection a central place in higher education. The aim of this studyis to determine the extent to which students reflect on five componentsof PI (self-image, self-esteem, task perception, job motivationand future perspective) and at what reflection level. Twenty-fivereflection narratives from Spanish and Dutch students from fivedifferent study programmes were qualitatively analysed and quantitativelyevaluated to find out about students’ identifying and selfassessingPI components. The results indicate that PI componentswere clearly recognizable in the reflection reports and could beclassified using one of the four levels of reflection with high interraterreliability. About 40% of the students achieved the criticalreflection level on one or more PI components. Reflecting on thefive components of PI, with the aim of achieving the level of criticalreflection, can be a useful guide for students. What do you want to do ?New mail

Student perceptions of assessment and student self-efficacy in competence-based education

The purpose of this study was to provide insight into the interplay between student perceptions of competence-based assessment and student self-efficacy, and how this influences student learning outcomes. Results reveal that student perceptions of the form authenticity aspect and the quality feedback aspect of assessment do predict student self-efficacy, confirming the role of mastery experiences and social persuasions in enhancing student self-efficacy as stated by social cognitive theory. Findings do not confirm mastery experiences as being a stronger source of self-efficacy information than social persuasions. Study results confirm the predictive role of students’ self-efficacy on their competence outcomes. Mediation analysis results indicate that student’s perceptions of assessment have an indirect effect on student’s competence evaluation outcomes through student’s self-efficacy. Study findings highlight which assessment characteristics, positively influencing students’ learning, contribute to the effectiveness of competence-based education. Limitations of the study and directions for future research are indicated.

Student teachers’ self-dialogues, peer dialogues, and supervisory dialogues in placement learning

This paper compares three types of dialogues as reflective tools inplacement learning: supervisory dialogues (mentor to student-teacher),peer dialogues (student teacher to student teacher) and selfdialogues(student teachers to themselves). Forty-four Dutch studentteachers utilised the procedure of guided reflection to talk abouttheir teaching experience. Stimulated recall data were analysedthrough qualitative and quantitative methods. Most poignant resultwas that supervisory and peer dialogues seemed to have similarreflective power considering student teacher’s practical knowledgeand richness of argumentation for appraisals. We suggest morefrequent use of peer dialogues. Only when expert advice is needed,should one employ supervisory dialogues. As self-dialogues engenderedmost rules and resolves, they could arguably be employed forstudent teachers to consolidate their own knowledge and managetheir learning behaviour.