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Measurement and promotion of reflection competences
Waag, Anne-Sophie
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Dokumenttyp:
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Präsentation auf Konferenz
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Erscheinungsjahr:
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2018
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Veranstaltungstitel:
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EARLI SIG 11 Conference 2018 "Teaching and Teacher Education"
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Veranstaltungsort:
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Kristiansand, Norway
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Veranstaltungsdatum:
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12.-15.06.2018
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Sprache der Veröffentlichung:
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Englisch
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Einrichtung:
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Fakultät für Sozialwissenschaften > Bildungspsychologie (Münzer 2012-)
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Fachgebiet:
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150 Psychologie
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Freie Schlagwörter (Englisch):
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Theory-practice-reflection , theory-practice-gap , teacher education
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Abstract:
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While making pedagogical decisions, teachers tend to rely on their work experience rather than on pedagogical theories (Terhart et al., 1994). Alike, novice teachers tend to adapt to preexisting school practices rather than taking a theoretically founded attitude towards teaching and learning (Brouwer & Korthagen, 2005). The reflection method aims at overcoming the gap between theory and practice. The method includes the rational analysis of practical experiences and the critical questioning of scientific theories. However, both standardized interventions as well as measurement instruments to evaluate the implementation of the reflection method are missing. Since the construct of reflection is regarded as multifaceted and complex, its measurement turns out to be complicated (Niggli, 2004). Consequently, Wyss (2013) chose the multi-perspective approach of data triangulation, combining different survey methodologies in one study design. A problem with Wyss’ (2013) approach is the difficulty to apply the elaborate and time-consuming measurement instruments in a large sample.
Therefore, a first objective of my dissertation project is the development of an efficient instrument for measuring reflection with the focus on actual performance. The centerpiece of the dissertation project will be a video-based vignettes test, consisting of several short video sequences, each depicting a pedagogically challenging classroom situation and a multiple-choice response format. Using a sequential exploratory design, in a first stage, subjects will be asked to watch the video scenes thoroughly and afterwards give written answers on given reflection prompts. Answers will be analyzed and categorized for reusing it as authentic test material for the closed-ended vignettes test. In a second stage, this quantitative version of the test will be assessed within a new sample. A validation by means of a reflection questionnaire and written portfolio shall finalize the process of instrument development.
The new instrument shall be used for the evaluation of existing courses and specific reflection interventions for preservice teachers. Thereby teaching and learning can be adjusted in such a way that teacher students can improve their reflection competences as well as their professional expertise.
Terhart, E., Czerwenka, K., Ehrich, K., Jordan, F., & Schmidt, H. J. (1994). Berufsbiographien von Lehrern und Lehrerinnen. Frankfurt: Peter Lang.
Brouwer, N., & Korthagen, F. A. (2005). Can Teacher Education Make a Difference? American Educational Research Journal, 42(1), pp. 153–224.
Niggli, A. (2004). Welche Komponenten reflexiver beruflicher Entwicklung interessieren angehende Lehrerinnen und Lehrer? Faktorenstruktur eines Fragebogens und erste empirische Ergebnisse. Schweizerische Zeitschrift für Bildungswissenschaften, 26(2), pp. 343–364.
Wyss, C. (2013). Unterricht und Reflexion. Eine mehrperspektivische Untersuchung der Unterrichts- und Reflexionskompetenz von Lehrkräften. Münster: Waxmann.
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