@article{KagerJurczokBollietal.2022,
  author    = {Kager, Klara and Jurczok, Anne and Bolli, Swantje and Vock, Miriam},
  title     = {We were thinking too much like adults},
  series = {Teaching and teacher education : an international journal of research and studies},
  volume    = {113},
  journal   = {Teaching and teacher education : an international journal of research and studies},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2022.103683},
  pages     = {13},
  year      = {2022},
  abstract  = {This mixed-method study addresses the need for a clear conceptualization of the professional reflection element of Lesson Study (LS), a popular collaborative approach to the professional development of teachers. Grounding and re-framing LS's post-lesson discussion in a theoretical framework of critical and collaborative reflection, we analyze the transcripts of four LS groups at German primary schools, focusing on depth of reflection and teachers' trajectories through their reflective practice. The findings show that LS groups differed significantly in the depth and the trajectories of their reflection processes. We consider implications for post-lesson discussions and critical reflection as a LS core skill.},
  language  = {en}
}
@article{WulffBuschhueterWestphaletal.2020,
  author    = {Wulff, Peter and Buschh{\"u}ter, David and Westphal, Andrea and Nowak, Anna and Becker, Lisa and Robalino, Hugo and Stede, Manfred and Borowski, Andreas},
  title     = {Computer-based classification of preservice physics teachers' written reflections},
  series = {Journal of science education and technology},
  volume    = {30},
  journal   = {Journal of science education and technology},
  number    = {1},
  publisher = {Springer},
  address   = {Dordrecht},
  issn      = {1059-0145},
  doi       = {10.1007/s10956-020-09865-1},
  pages     = {1 -- 15},
  year      = {2020},
  abstract  = {Reflecting in written form on one's teaching enactments has been considered a facilitator for teachers' professional growth in university-based preservice teacher education. Writing a structured reflection can be facilitated through external feedback. However, researchers noted that feedback in preservice teacher education often relies on holistic, rather than more content-based, analytic feedback because educators oftentimes lack resources (e.g., time) to provide more analytic feedback. To overcome this impediment to feedback for written reflection, advances in computer technology can be of use. Hence, this study sought to utilize techniques of natural language processing and machine learning to train a computer-based classifier that classifies preservice physics teachers' written reflections on their teaching enactments in a German university teacher education program. To do so, a reflection model was adapted to physics education. It was then tested to what extent the computer-based classifier could accurately classify the elements of the reflection model in segments of preservice physics teachers' written reflections. Multinomial logistic regression using word count as a predictor was found to yield acceptable average human-computer agreement (F1-score on held-out test dataset of 0.56) so that it might fuel further development towards an automated feedback tool that supplements existing holistic feedback for written reflections with data-based, analytic feedback.},
  language  = {en}
}
@article{KnothKiyMuelleretal.2020,
  author    = {Knoth, Alexander Henning and Kiy, Alexander and M{\"u}ller, Ina and Klein, Mathias},
  title     = {Competences in context},
  series = {Technology, knowledge and learning},
  volume    = {25},
  journal   = {Technology, knowledge and learning},
  number    = {4},
  publisher = {Springer},
  address   = {Dordrecht},
  issn      = {2211-1662},
  doi       = {10.1007/s10758-019-09407-8},
  pages     = {707 -- 731},
  year      = {2020},
  abstract  = {Mobile applications are suitable as a structural possibility for students beginning their studies. Using the appReflect.UP,students are encouraged to reflect on the organization, contents, and objectives of their studies. This article focuses on how students can acquire the academic ability to consider their own actions, which is an intrinsic component of academic professionalization. The work examines how a competency framework is derived through study regulations and module descriptions, and how subsequent questions for students' reflection are systematically created using this framework. Next, the hybrid mobile applicationReflect.UPand its underlying software components are introduced, stimulating students' reflections on study content and objectives. The data gathered through the practical use ofReflect.UPis evaluated, and then the ensuing conclusions drawn from students' problems and learning processes for organizing the course of studies are explored. In addition, this paper reflects on the strengths and weaknesses of a mobile application as a sociological and technological compound for structural support of the introductory phase of education.},
  language  = {en}
}
@article{KuechollLazarides2021,
  author    = {K{\"u}choll, Denise and Lazarides, Rebecca},
  title     = {Video- und protokollbasierte Reflexionen eigener praktischer Unterrichtserfahrungen im Lehramtsstudium},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE},
  volume    = {24},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE},
  number    = {4},
  publisher = {Springer VS/Springer Fachmedien Wiesbaden GmbH},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-021-01021-8},
  pages     = {985 -- 1006},
  year      = {2021},
  abstract  = {The reflection of practical experiences of teaching enables preservice teachers to combine aspects of theoretical and practical knowledge. Therefore, the current study investigates the meaning of the medium-that means video compared to text-based reflections-and the type of situations-that are positive or difficult situations of teaching-and relations to preservice teachers' reflective processes. Also, levels of reflections are investigated. In our study, we examine reflections of 55 preservice teachers using a quasi-experimental design. Qualitative content analysis shows that preservice teachers reflect deep levels of teaching while using videos of peers in situations that they evaluated as positive experiences in school. However, when rating situations that were evaluated as challenging preservice teachers reflected deep levels when using videos of peers as well as text-based reflections. Implications of the study for teacher training in reflection are discussed.},
  language  = {de}
}