Reflection in pedagogical contexts - interdisciplinary systemization and integration

“教育中的反思——跨学科的系统化与整合”网络旨在从不同学科的角度对反思这一教师教育的关键术语进行系统化，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很重要，但目前尚不清楚什么是好的反思和坏的反思的特征，以及教师教育者对反思一词的一般理解。教师教育的这种概念异质性可能导致a)学生的目标不同，b)对反思能力的评估不足，以及c)培养反思能力的学习机会的设计困难。在两年半的时间里，网络成员（在各自领域的杰出专家的支持下）将学科/学科特定的学习和教学理论（例如，概念变化理论，认知失调理论）系统化，并对“反思”一词形成共同的理解。由此，我们推导并验证了能够识别反思学习效果的标准。最后，我们将反思融入现有的教师专业发展理论，特别是能力导向教育研究。基于我们已发展的理解，我们期望教师教育能够制定明确的目标，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。

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.