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Reflection is a key concept in the German discourse on teacher education. It is connected to the
claim that professional educators should be able to adapt their actions according to situational
demands and justify their decisions in ways that non-professionals could not. This ideal mirrors
the refusal of a teacher education model which is based on the transmission of well-established
practical routines. A high-quality reflection is associated with adopting an observer’s point of
view, permitting distance from the immediacy of pedagogical practice as well as access to scien-
tific knowledge.
Empirical studies on reflection situated in pedagogical practice instead suggest that adopting a
distanced observer’s point of view is not what pedagogical practitioners do when they reflect on
their work. This discrepancy between the ideal and the practical phenomenon can either hint
at a shortcoming of the examined practice – or it can draw attention to practical pedagogical
reflection as a phenomenon in its own right. The latter could allow for a reading of practical
pedagogical reflection beyond a deficit-oriented approach and highlight ethical dimensions of a
mode of reflection that is not indifferent to its subject.
This study is an attempt at reconceptualising practical pedagogical reflection as a phenomenon
worth theorising. The aim of this venture is to develop a concept of reflection that is sensitive to
pedagogical practice. The suggested reading intends to pluralise the dominant understanding of
reflection and explore context-specific facets of the phenomenon in question.
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Keywords
- Education
- Society & Social Sciences
- thema EDItEUR::J Society and Social Sciences::JN Education
Links
DOI: 10.35468/5975Editions