Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
5.5
2.6
Journals
Education Sciences
Special Issues
The Role of Reflection in Teaching and Learning
share announcement

The Role of Reflection in Teaching and Learning

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".

Deadline for manuscript submissions: 15 July 2025 | Viewed by 7200

Special Issue Editors

Prof. Dr. Kira Elena Weber

E-Mail Website
Guest Editor
Faculty of Education, Department of Professional Education and Life-Long Learning, University of Hamburg, 20146 Hamburg, Germany
Interests: (video-based) reflection; professional development of teachers; teacher health; e-portfolios
Prof. Dr. Hendrik Lohse-Bossenz

E-Mail Website
Guest Editor
Institute for Eductional Science, University of Greifswald, 17487 Greifswald, Germany
Interests: reflection in teaching and learning; professional development of teachers

Special Issue Information

Dear Colleagues,

There is a consensus in teacher education that reflection is a critical process for both educators and learners and can serve as a bridge between theory and practice. Therefore, one of the main purposes of teacher education is to encourage (preservice) teachers to reflect on their own or other teachers’ teaching in order to increase their professional competencies. However, the term reflection is often used as an umbrella term. We argue that reflection is an occasion-related mental process and encompasses an explicit self-reference, as well as a broadened view of educational practice. This Special Issue, titled "The Role of Reflection in Teaching and Learning,", invites contributions that explore the multifaceted nature of reflection and its pivotal role in educational contexts.

The aim of this Special Issue is to delve into how reflective practices can enhance teaching effectiveness, support student learning, and contribute to the professional development of teachers. We encourage submissions that investigate the various dimensions of reflection in education, including, but not limited to, the following:

  • Reflective teaching methods and learning strategies, including video-based reflection;
  • Promotion of reflective practices and indicators of reflection quality;
  • The integration of reflection in curriculum design;
  • The impact of reflective practices on teacher and student outcomes.

Contributions may include empirical studies, theoretical analyses, case studies, or innovative methodologies that provide insights into the processes and effects of reflection in educational settings. This Special Issue seeks to gather a diverse range of perspectives and approaches, highlighting the role of reflection in different educational contexts, levels, and disciplines. Through this Special Issue, we aim to create a comprehensive understanding of the role of reflection in teaching and learning, offering valuable insights for educators, administrators, and policy makers.

We look forward to receiving your contributions.

Prof. Dr. Kira Elena Weber
Prof. Dr. Hendrik Lohse-Bossenz
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • reflective practice
  • reflective teaching
  • knowledge-based reasoning
  • critical thinking
  • meta cognition
  • pedagogical strategies
  • teacher education
  • educational development
  • professional learning

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • Reprint: MDPI Books provides the opportunity to republish successful Special Issues in book format, both online and in print.

Further information on MDPI's Special Issue policies can be found here.

Published Papers (7 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

Jump to: Review

18 pages, 273 KiB  
Article
Thoughts Are Free—Differences Between Unstructured and Structured Reflections of Teachers with Different Levels of Expertise
by Christoph Vogelsang, Daniel Scholl, Jana Meier and Simon Küth
Educ. Sci. 2025, 15(7), 820; https://doi.org/10.3390/educsci15070820 (registering DOI) - 27 Jun 2025
Viewed by 91
Abstract
In teacher education research, the primary source of data used to measure teachers’ reflective skills are written reflection products, which are often collected in the context of field experiences following specific structural guidelines (e.g., portfolio texts). However, it is unclear how appropriate written [...] Read more.
In teacher education research, the primary source of data used to measure teachers’ reflective skills are written reflection products, which are often collected in the context of field experiences following specific structural guidelines (e.g., portfolio texts). However, it is unclear how appropriate written products are for this purpose, considering teachers’ everyday professional lives, in which reflection is a mostly verbal, highly self-directed process depending on the teachers’ level of expertise. Therefore, in our study, we analyzed how teachers’ free, unstructured reflections differ from reflections structured by model-based reflection prompts. In an exploratory qualitative research design with theoretical sampling, a total of 22 prospective teachers at four different levels of expertise were asked to reflect on two standardized fictitious vignettes using a think-aloud approach. For the first vignette, participants reflected in an unstructured way. For the second vignette, the reflection was structured using simple model-based reflection prompts. On average, the participants showed a significantly better reflective performance in the structured condition, but no significant differences in relation to the level of expertise were observed. The results contribute to a better understanding of the validity of typical reflections used in teacher education as an indicator of reflective practice in the professional field. Full article
(This article belongs to the Special Issue The Role of Reflection in Teaching and Learning)
17 pages, 1595 KiB  
Article
What Is in the Eye and Mind of Early Childhood Professionals? A Mixed-Methods Study Using Eye-Tracking and Written Reflections to Investigate the Congruence Between Visual and Reflective Focus
by Jennifer Busch and Hendrik Lohse-Bossenz
Educ. Sci. 2025, 15(7), 800; https://doi.org/10.3390/educsci15070800 - 22 Jun 2025
Viewed by 239
Abstract
Professional reflection is key to the professionalization of pedagogical professionals. Using a mixed-methods design that combines eye-tracking methodology with retrospective written reflections, this study investigates the visual and reflective processes of early childhood professionals when interpreting video-recorded pedagogical situations. A remote eye-tracking device [...] Read more.
Professional reflection is key to the professionalization of pedagogical professionals. Using a mixed-methods design that combines eye-tracking methodology with retrospective written reflections, this study investigates the visual and reflective processes of early childhood professionals when interpreting video-recorded pedagogical situations. A remote eye-tracking device (Tobii Pro Fusion) was used to capture eye movements. Sixteen participants watched videos of pedagogical situations in a kindergarten while their eye movements were recorded to investigate their visual focus, followed by open-ended written reflections to investigate their reflective focus. Eye-tracking data revealed that participants focused predominantly on situational features and children’s actions, whereas written reflections mainly addressed the actions of both the children and the professionals. The triangulated data indicated partial congruence between visual and reflective focus, particularly regarding child-related aspects. These findings suggest that although situational features attract visual attention, reflective processes prioritize behavioral actions over environmental context. Eye-tracking and reflective data provide insights, emphasizing the importance of triangulating methods to gain a holistic understanding of professional reflection in early childhood education. This methodological approach holds promise for professional development and training in early childhood education, aiming to foster reflective practice and enhance professional vision. Full article
(This article belongs to the Special Issue The Role of Reflection in Teaching and Learning)
►▼ Show Figures

Figure 1

19 pages, 696 KiB  
Article
Let Me Think About It—Establishing “Need to Reflect” as a Motivational Variable in Reflection Processes
by Hendrik Lohse-Bossenz, Gerlinde Lenske and Andrea Westphal
Educ. Sci. 2025, 15(6), 657; https://doi.org/10.3390/educsci15060657 - 26 May 2025
Viewed by 320
Abstract
Reflection is considered to be a core component of professional development in teacher education, yet little is known about the motivational determinants of reflective activities in everyday school contexts. Drawing on theories of learning and motivation, we introduce and conceptualise the “need to [...] Read more.
Reflection is considered to be a core component of professional development in teacher education, yet little is known about the motivational determinants of reflective activities in everyday school contexts. Drawing on theories of learning and motivation, we introduce and conceptualise the “need to reflect” as a situationally and personally influenced motivational factor that mediates the relationship between classroom experiences and subsequent reflective processes. We operationalise this construct through a newly developed item and examine it in a diary study involving N = 79 in-service primary school teachers over ten school days. Multilevel analyses reveal that daily classroom-related hassles—especially failed attempts to address disturbances—are positively associated with teachers’ need to reflect, whereas successful classroom management reduces this need. Furthermore, emotional exhaustion moderates this relationship: Teachers with higher levels of emotional exhaustion reported a stronger link between unsuccessful disturbance management and their need to reflect. Self-efficacy in classroom management is not shown to have a moderating effect. These findings suggest that the need to reflect fluctuates across situations and is influenced by individual teacher characteristics, offering new insights into motivational components underlying reflective processes with significant implications for teacher education and professional development. Full article
(This article belongs to the Special Issue The Role of Reflection in Teaching and Learning)
►▼ Show Figures

Figure 1

21 pages, 512 KiB  
Article
Measuring Reflective Inquiry in Professional Learning Networks: A Conceptual Framework
by Ariadne Warmoes, Chris Brown, Iris Decabooter and Els Consuegra
Educ. Sci. 2025, 15(3), 333; https://doi.org/10.3390/educsci15030333 - 8 Mar 2025
Viewed by 906
Abstract
This study introduces a conceptual framework to measure reflective inquiry in professional learning networks (PLNs). The framework represents a continuum of three components: critical dialog, the use of multiple data sources, and depth of reflection. It is validated through 8 h of PLN [...] Read more.
This study introduces a conceptual framework to measure reflective inquiry in professional learning networks (PLNs). The framework represents a continuum of three components: critical dialog, the use of multiple data sources, and depth of reflection. It is validated through 8 h of PLN conversations (2195 contributions). The results show that the majority of dialog within PLNs consisted of free-flowing discussions (64.37%), using personal experiences as data source (92.57%), and descriptive reflection with external attribution (R1: 79.82%). High-level reflective inquiry was rare (0.18%). Findings highlight the need for skilled facilitation and strategies to foster reflective inquiry. Full article
(This article belongs to the Special Issue The Role of Reflection in Teaching and Learning)
►▼ Show Figures

Figure 1

23 pages, 307 KiB  
Article
Which Epistemic Processes Occur When Pre-Service Teachers Reflect on Practitioners’ Misconceptions?
by Anna-Lena Molitor, Michael Rochnia and Judith Schellenbach-Zell
Educ. Sci. 2025, 15(3), 308; https://doi.org/10.3390/educsci15030308 - 2 Mar 2025
Viewed by 666
Abstract
Reflection can help pre-service teachers in practical phases to process anecdotal evidence (and possible misconceptions contained therein) appropriately for their professional development. In an exploratory approach, we analyze the think-aloud protocols of eleven pre-service teachers for primary education who reflect on anecdotal evidence. [...] Read more.
Reflection can help pre-service teachers in practical phases to process anecdotal evidence (and possible misconceptions contained therein) appropriately for their professional development. In an exploratory approach, we analyze the think-aloud protocols of eleven pre-service teachers for primary education who reflect on anecdotal evidence. First, we examine whether and to what extent they identify and address misconceptions. Then, we use the AIR model of epistemic cognition to investigate which epistemic processes occur when pre-service teachers reflect on anecdotal evidence. Finally, through a qualitative comparison of three protocols, we explore possible connections between the use of epistemic processes and the processing of misconceptions. While all participants noticed a misconception from the field of educational sciences and dealt with it to varying degrees of proficiency, the subject-specific didactic misconception was hardly addressed despite causing irritation, and the content-specific misconception remained unnoticed. We were able to differentiate epistemic processes in the subcategories of noticing, reasoning, conclusion, and alternative actions as well as application of epistemic ideals. Pre-service teachers who recognized a misconception and elaborated on it with scientific knowledge seem to use epistemic processes differently, which is more concretely related to the given lesson plan. We discuss the results with regard to possible implications for university teacher training and further research desiderata. Full article
(This article belongs to the Special Issue The Role of Reflection in Teaching and Learning)
20 pages, 1148 KiB  
Article
Beyond the Classroom: Integrating the ORID Model for In-Depth Reflection and Assessment in Service-Learning
by Fatma Kayan Fadlelmula and Saba Mansoor Qadhi
Educ. Sci. 2024, 14(9), 987; https://doi.org/10.3390/educsci14090987 - 7 Sep 2024
Viewed by 2062
Abstract
Service-learning is a community-based learning approach that bridges academic knowledge with practical application through purposeful exploration, action, and reflection. In addition to enhancing academic learning in various disciplines, service-learning cultivates students’ self-awareness, personal values, and social responsibility, preparing them with essential skills for [...] Read more.
Service-learning is a community-based learning approach that bridges academic knowledge with practical application through purposeful exploration, action, and reflection. In addition to enhancing academic learning in various disciplines, service-learning cultivates students’ self-awareness, personal values, and social responsibility, preparing them with essential skills for life beyond the classroom. However, due to its experiential nature, service-learning presents challenges for effective assessment. This study provides a concrete example of student reflections structured by the Objective, Reflective, Interpretive, and Decisional (ORID) model in practice. Content analysis was implemented by examining undergraduate students’ end-of-semester reflection papers while volunteering during the 2022 FIFA World Cup in Qatar. The results showed that the model provided a guided and structured format for students to reflect on their service-learning, going beyond reporting on factual details to engaging in profound reflections on the emotional, cognitive, and prospective aspects. Moreover, with the solution aspect added to the model, students could express their creativity, articulating on innovative solutions they proposed to overcome challenges and how they turned the challenges into favorable outcomes. Clearly, the model stands as a powerful tool for educators, offering deeper insights into students’ authentic experiences, fostering comprehensive, critical, and insightful reflection, and thereby facilitating the effective assessment of experiential learning. Full article
(This article belongs to the Special Issue The Role of Reflection in Teaching and Learning)
►▼ Show Figures

Figure 1

Review

Jump to: Research

13 pages, 217 KiB  
Review
The Role of Reflection in Doctoral Education: An Integrative Review of Approaches to Supporting Well-Being and Developmental Growth
by Kamilla Klefbeck
Educ. Sci. 2025, 15(1), 99; https://doi.org/10.3390/educsci15010099 - 17 Jan 2025
Viewed by 1271
Abstract
Doctoral supervision is a complex and multifaceted endeavor that requires balancing the dual objectives of promoting academic development and supporting the well-being of doctoral candidates. This study examines how care-focused strategies and the concept of professional uncertainty can guide supervisors in addressing these [...] Read more.
Doctoral supervision is a complex and multifaceted endeavor that requires balancing the dual objectives of promoting academic development and supporting the well-being of doctoral candidates. This study examines how care-focused strategies and the concept of professional uncertainty can guide supervisors in addressing these demands. An integrative review methodology was used to synthesize findings from educational, psychological, and health-related literature, identifying methods and practices that enhance well-being and personal growth among doctoral candidates. Results indicate that fostering supportive relationships, integrating coaching practices, and adopting salutogenic approaches promote resilience and autonomy in doctoral students. Supervisors’ self-care and collegial support were also highlighted as critical for sustaining their capacity to guide students successfully. Challenges include managing conflicting expectations, navigating cultural diversity, and addressing stress within supervisory relationships. By emphasizing relational and ethical dimensions, the study demonstrates how reflective supervision can create environments that support both academic progress and mental health. While focused on doctoral education, these findings may also offer insights for teacher education programs, suggesting ways in which principles of care, reflection, and professional uncertainty could be relevant in broader educational contexts. Recommendations for practice include adopting structured supervision cycles and embedding care as a core principle in institutional policies. This paper offers practical insights and tools for integrating care-based strategies into doctoral supervision, providing a framework to enhance doctoral students’ well-being and adaptability while helping supervisors balance their dual roles. Full article
(This article belongs to the Special Issue The Role of Reflection in Teaching and Learning)
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-7
Back to TopTop