![](/squelettes/img/burger.png)
![](local/cache-vignettes/L831xH267/rubon4-d0de3.jpg?1725681474)
Teacher self-reflection
jeudi 12 novembre 2015, par
The reflection was considered as the opposition of insistence on automated, established patterns of behaviour (Schön, 1983). Teacher self-reflection is therefore a popular concept in education systems for few years and there were several theoretical backgrounds presented and programs for teacher self-reflection developed, both on-line (such as Aitsl - self assessment tool, EducateAlabama) and more traditional (such as Ontario College of Teachers : A Self-Reflective Professional Learning Tool, Purdue College of Education : Self-reflection Questions for Teachers). They are based on various definitions of reflection in education. One of most frequently used is the Korthagen (2004) core reflection model, called ALACT model (named after the first letters of the five phases) : this model describes the ideal process of learning in and from practice with the aid of five phases : (1) Action, (2) Looking back on the action, (3) Awareness of essential aspects, (4) Creating alternative methods of action, and (5) Trial, which itself is a new action and thus the starting point of a new cycle. Effective teachers may reflect on their work formally or informally ; for example they may review a day’s work mentally, keep a journal, meet regularly with a mentor or with colleagues, or assess a videotaped recording of their teaching (Good & Brophy, 1997). But self-reflection of teachers should not be limited on reflecting their day’s work (such as teaching approach or assessment strategies) but also their social and emotional competences (such as relational competence) and responses. A connection between professional and the personal element is important (Korthagen & Vasalos, 2010), since many authors emphasize that a strong divide between the personal and the professional may lead to an ineffective friction in a professional’s identity (Beijaard et al., 2004) and therefore inadequate conceptions about students and defragmentation of relation competence and inability to motivate students – and therefore inability to prevent ESL. Therefore the purpose of this paper is to analyse the possibilities and correlations of teacher self-reflection with students’ achievements, their wellbeing in school and ESL.
Forthcoming
Attema-Noordewier, S., Korthagen, F. A. J., & Zwart, R. C. (2013). Core reflection in primary schools : A new approach to educational innovation. In F. A. J. Korthagen, Y. M. Kim, & W. L. Greene (Eds.), Teaching and learning from within : A core reflection approach to quality and inspiration in education (pp. 111–130). New York/London : Routledge.
Beijaard, D., Meijer P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128.
Brookfield, S. (1995). Becoming a critically reflective practitioner : Thousand Oaks, CA : Sage.
Cleary, T. J. (2011). Self-evaluation in academic settings. In Goldstein, S. & Naglieri, J. A. (Eds.), Encyclopedia of Child Behavior and Development (pp. 1320–1321). New York : Springer.
Dewey, J. (1933). How we think : A restatement of the relation of reflective thinking to the educative process. Boston : DC Heath and Company.
European Commission – EC. (2013). Reducing early school leaving : Key messages and policy support. Final Report of the Thematic Working Group on Early School Leaving. Retrieved from : http://ec.europa.eu/education/policy/strategic-framework/doc/eslgroup-report_en.pdf
Frydenberg, E. (2011). Self-efficacy. In Levesque, R. J. R. (Ed.). Encyclopedia of Adolescence (pp. 2554–2559). New York : Springer.
Gläser-Zikuda, M. (2012). Self-reflecting methods of learning research. In Seel, N. M. (Ed.), Encyclopedia of the Science of Learning (pp. 3011–3015). New York/ Dordrecht/Heidelberg/London : Springer.
Good, T. L., & Brophy, J. E. (1997). Looking in classrooms (7th ed.). New York : Addison-Wesley.
Harrington, I. (2008). The motivation of boys who leave school early : Impact of teachers. Educational Research for Policy and Practice, 7, 47–55.
King, J. T. & Lau-Smith, J. A. (2013). Teaching from the inside out. In Korthagen, F. A. J., Younghee, M. K., & Greene, W. L. (Eds.). Teaching and learning from within (pp. 45–60). New York and London : Routledge.
Korthagen, F. A. J., & Kessels J. P. A. M. (1999). Linking theory and practice : Changing the pedagogy of teacher education. Educational Researcher, 28(4), pp 4–17.
Korthagen, F. A. J. (2004). In search of the essence of a good teacher : Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), pp. 77–97.
Kolb, D. A., Boyatizis, R. E. & Mainemelis, C. (2001). Experiential learning theory : Previous research and new directions. In R. J. Sternberg and L. F. Zhang (Eds.), Perspectives on thinking, learning, and cognitive styles, pp. 227–247. Mahwah, NJ : Lawrence Erlbaum.
Korthagen, F. A. J. (2005). Practice, theory, and person in life-long professional learning. In Beijaard, D., Meijer, P. C., Morine-Dershimer, G., & Tillema, H. (Eds.), Teacher professional development in changing conditions. Dordrecht : Springer.
Korthagen, F. A. J. (2014). Promoting core reflection in teacher education : Deepening professional growth. In L. Orland-Barak, & C. J. Craig (Eds.), International teacher education : Promising pedagogies (Part A), (pp. 73–89). Bingley, UK : Emerald.
Korthagen, F. A. J., & Vasalos, A. (2010). Going to the core : Deepening reflection by connecting the person to the profession. In Lyons, N. (Ed.), Handbook of reflection and reflective inquiry. New York : Springer.
Korthagen, F. A. J. (2013). The core reflection approach. In Korthagen, F. A. J., Younghee, M. K., & Greene, W. L. (Eds.). Teaching and learning from within (pp. 24–42). New York and London : Routledge.
Košir, K., Tement, S., Licardo, M., Habe, K. (2015). Two sides of the same coin ? The role of rumination and reflection in elementary school teachers’ classroom stress and burnout. Teaching and Teacher Education : An International Journal of Research and Studies, 47, 131–141.
Levesque, R. J. R. (2011). Self-reflection. In Levesque, R. J. R. (Ed.), Encyclopedia of Adolescence (pp. 2585–2586). New York : Springer.
Merriam-Webster Dictionary. (n.d.). Retrieved from www.merriam-webster.com/dictionary
Osipova, A., Prichard, B., Gould Boardman, A., Kiely, M. T., & Carroll, P. E. (2011). Refocusing the lens : Enhancing elementary special education reading instruction through video self-reflection. Learning Disabilities Research & Practice, 26(3), 158–171.
Osipova, A. V. (2015). Academic language self-reflection and coaching training of pre-service special education teachers in the context of content area writing instruction. Doctoral dissertation : UCLA. Retrieved from http://www.escholarship.org/uc/item/7p79g50g
Rogers, R. R. (2001). Reflection in higher education : A concept analysis. Innovative Higher Education, 26(1), 37–57.
Rogers, L. (2016). Disengagement from education. London : Institute of Education Press.
Schӧn, D. A. (1983). The reflective practitioner : How professionals think in action. London : Temple Smith.
Schӧn, D. A. (1987). Educating the reflective practitioner : Toward a new design for teaching and learning in the professions. San Francisco : Jossey-Bass.
Seidel, T., Sturmer, K., Blomberg, G., Kobarg, M., & Schwindt, K. (2011). Teacher learning from analysis of videotaped classroom situations : Does it make a difference whether teachers observe their own teaching or that of others ? Teaching and Teacher Education : An International Journal of Research and Studies, 27(2), 259–267.
Sellars, M. (2014). Reflective practice for teachers. London : Sage Publications.
Traag, T., & van der Velden, R. K. W. (2008). Early school-leaving in the Netherlands. The role of student-, family- and school factors for early school-leaving in lower secondary education. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.667.1466&rep=rep1&type=pdf
Tripp, D. (1993). Critical incidents in teaching : Developing professional judgement. London/New York : Routledge.
Tripp, T. R., & Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28(5), 728–739.
Williams, J., & Power, K. (2009). Using core reflection in teacher education. Refereed paper presented at “Teacher education crossing borders : Cultures, contexts, communities and curriculum”, annual conference of the Australian Teacher Education Association (ATEA), Albury, 28 June–1 July. Retrieved from http://atea.edu.au/ConfPapers/2009/Refereed/Williams&Power.pdf
Zeichner, K. M. & Liston, D. P. (1996). Reflective teaching : An introduction. New York : Lawrence Erlbaum Associates.
Zimmerman, B. J. (2008). Goal setting : A key proactive source of academic self-regulation. In D. H. Schunk, & B. J. Zimmerman (Eds.), Motivation and self-regulated learning. Theory, research and applications (pp. 267–295). New York : Lawrence Erlbaum Associates.