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Citation link: https://doi.org/10.26092/elib/1995
Student Teachers' reflection competence_Levin-Meyer-Siever_Deckblatt_pdfa.pdf
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Student teachers' reflection competence : a prerequisite for knowledge integration?


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Student Teachers' reflection competence_Levin-Meyer-Siever_Deckblatt_pdfa.pdf1.12 MBAdobe PDFView/Open
Appendix_tables and figures_Student Teachers' reflection competence_Levin-Meyer-Siever.pdf219.4 kBAdobe PDFView/Open
Authors: Levin, Anne 
Meyer-Siever, Katja 
Abstract: 
Referring to Weinert’s concept of competence (2003), reflection competence requires cognitive abilities and skills for the analysis of pedagogical practice as well as motivation and volition. 178 students took part in a study where they were asked to analyze vignettes by applying the model STORIES (Students’ Training of Reflection in Educational Settings) after self-assessing their reflection competence. Results validate the postulated model insofar as correlations between the four dimensions of the model are low. In line with former empirical results (Wyss, 2013), the study confirms the weak ability of student teachers to reflect on professional problems and especially to integrate different areas of reflection (e.g., theory with generation of alternatives). This lack of competence is surprisingly accompanied by high self-assessed reflection competence. Different interpretations are discussed. To identify relevant parameters, a follow-up study examining whether reflection competence depends on personality traits and cognitive capabilities will be carried out. Guiding objectives are to explore how the different cognitive abilities of student teachers influence their capacity for reflection and for integrating knowledge at different levels of reflection. Strategies to foster the development of reflection due to specific interventions during preservice programs are discussed.
Description: Bitte beachten Sie den zugehörigen Appendix.
Keywords: reflection competence; knowledge integration; professionalization of student teachers
Issue Date: 30-Jan-2023
Type: Artikel/Aufsatz
Secondary publication: yes
DOI: 10.26092/elib/1995
URN: urn:nbn:de:gbv:46-elib65343
Institution: Universität Bremen 
Faculty: Fachbereich 12: Erziehungs- und Bildungswissenschaften (FB 12) 
Institute: Schulpädagogik & Didaktik (Abteilung B) 
Appears in Collections:Forschungsdokumente

  

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