Education Sciences

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29 pages, 986 KiB

Open AccessArticle

Quality of Reflections on Teaching: Approaches to Its Measurement and Low-Threshold Promotion

by Katrin Arendt, Lisa Stark, Anja Friedrich, Roland Brünken and Robin Stark

Educ. Sci. 2025, 15(7), 884; https://doi.org/10.3390/educsci15070884 - 10 Jul 2025

The present study introduces a multidimensional approach to describing the composition of reflections, addressing previous inconsistencies in operationalization. The multidimensional approach was empirically explored in comparison to unidimensional reflection quality measures and examined in relation to reflection-related dispositions. Given the challenges of promoting [...] Read more.

The present study introduces a multidimensional approach to describing the composition of reflections, addressing previous inconsistencies in operationalization. The multidimensional approach was empirically explored in comparison to unidimensional reflection quality measures and examined in relation to reflection-related dispositions. Given the challenges of promoting reflection in teachers’ daily practice, low-threshold interventions—repeated practice and structuring prompts—were investigated regarding their potential to foster reflective competence. Using an integrated model of reflection, five proposed dimensions—describing, evaluating, naming alternatives, justification, and self-reference—were identified and assessed alongside the quality measures reflection depth and breadth, and holistic grading. N = 29 teachers reflected verbally on two teaching videos, first openly and then with structuring prompts. The transcribed reflections underwent qualitative and evaluative content analysis to extract quantitative data. Compared to existing quality measures, the multidimensional approach provided deeper insights into the complexity of the reflections. The correlations between different approaches to reflection measurement and the reflection-related dispositions were only partially as expected. While repeated practice did not yield a training effect, structuring prompts improved reflection quality. Overall, the findings confirm the usefulness of the multidimensional approach as a valuable means to describe the composition of reflections and highlight its potential for quality measurement. Full article

(This article belongs to the Special Issue The Role of Reflection in Teaching and Learning)

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17 pages, 273 KiB

Open AccessArticle

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 - 27 Jun 2025

Viewed by 207

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

Open AccessArticle

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 276

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)

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19 pages, 696 KiB

Open AccessArticle

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 343

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)

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21 pages, 512 KiB

Open AccessArticle

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 968

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)

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23 pages, 307 KiB

Open AccessArticle

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 701

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

Open AccessArticle

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

Cited by 2 | Viewed by 2118

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)

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Review

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13 pages, 217 KiB

Open AccessReview

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 1310

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)

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