Reflection in pedagogical contexts - interdisciplinary systemization and integration

教学环境的反思——跨学科的系统化和整合

• 批准号: 426475193
• 负责人: Professor Dr. Hendrik Lohse-Bossenz
• 金额: --
• 依托单位: Institut für Bildungswissenschaft (IBIWI)
• 依托单位国家: 德国
• 项目类别: Scientific Networks
• 财政年份: 2019
• 资助国家: 德国
• 起止时间: 2018-12-31 至 2022-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/426475193?language=en
• 关键词: Reflection; pedagogical; contexts; interdisciplinary; systemization

The network „Reflection in Education – Interdisciplinary systematization and integration“ aims at systemizing reflection – a key term in teacher education – from different disciplinary perspectives, developing a common understanding and integrating reflection into theories of teachers’ professional development. Despite the importance of reflective processes for teacher development, it remains unclear what characterizes good and bad reflections and what is generally understood by the term reflection by teacher educators. This conceptual heterogeneity in teacher education may lead to a) varying goals for students, b) insufficient assessment of reflective abilities and c) difficulties for the design of learning opportunities that foster reflective abilities.Over a period of 2.5 years, network members (supported by distinguished experts from the respective fields) systemize subject/discipline-specific theories of learning and teaching (e.g., theory of conceptual change, theory of cognitive dissonance) and develop a shared understanding of the term reflection. From this, we derive and validate criteria that allow to identify the learning effectiveness of reflections. Finally, we integrate reflection into existing theories of teachers’ professional development – especially from competence-oriented educational research.Based on our developed understanding, we expect teacher education to derive clear goals, to assess reflection levels and to identify developmental areas as well possible learning opportunities in order to foster reflective abilities of teachers.

"教育中的反思-跨学科系统化和整合”网络旨在从不同学科角度系统化反思-教师教育中的一个关键术语，形成共识，并将反思纳入教师专业发展理论。尽管反思过程对教师发展的重要性，但仍不清楚好的和坏的反思的特征以及教师教育者对反思一词的普遍理解。教师教育中的这种概念异质性可能导致a）学生的不同目标，B）反思能力的评估不足，以及c）难以设计培养反思能力的学习机会。在2.5年的时间里，网络成员（在各自领域的杰出专家的支持下）系统化了学科/学科特定的学与教理论（例如，概念变化理论，认知失调理论），并发展对术语反思的共同理解。从这一点上，我们推导和验证标准，允许识别的学习效果的反射。最后，我们将反思整合到现有的教师专业发展理论中，特别是从能力导向的教育研究中，在我们发展的认识基础上，我们期望教师教育能够明确目标，评估反思水平，确定发展领域和可能的学习机会，以培养教师的反思能力。