TY - JOUR A1 - Kager, Klara A1 - Jurczok, Anne A1 - Bolli, Swantje A1 - Vock, Miriam T1 - We were thinking too much like adults BT - Examining the development of teachers' critical and collaborative reflection in lesson study discussions JF - Teaching and teacher education : an international journal of research and studies N2 - 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. KW - Teacher learning KW - Professional development KW - Critical and collaborative KW - reflection KW - Lesson study KW - Critical inquiry Y1 - 2022 U6 - https://doi.org/10.1016/j.tate.2022.103683 SN - 0742-051X SN - 1879-2480 VL - 113 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Wulff, Peter A1 - Buschhüter, David A1 - Westphal, Andrea A1 - Nowak, Anna A1 - Becker, Lisa A1 - Robalino, Hugo A1 - Stede, Manfred A1 - Borowski, Andreas T1 - Computer-based classification of preservice physics teachers’ written reflections JF - Journal of science education and technology N2 - 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. KW - reflection KW - teacher professional development KW - hatural language KW - processing KW - machine learning Y1 - 2020 U6 - https://doi.org/10.1007/s10956-020-09865-1 SN - 1059-0145 SN - 1573-1839 VL - 30 IS - 1 SP - 1 EP - 15 PB - Springer CY - Dordrecht ER - TY - JOUR A1 - Knoth, Alexander Henning A1 - Kiy, Alexander A1 - Müller, Ina A1 - Klein, Mathias T1 - Competences in context BT - students’ expectations and reflections as guided by the mobile application Reflect.UP JF - Technology, knowledge and learning N2 - 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. KW - introductory phase KW - hybrid mobile application KW - reflection KW - professionalization KW - competency framework Y1 - 2020 U6 - https://doi.org/10.1007/s10758-019-09407-8 SN - 2211-1662 SN - 2211-1670 VL - 25 IS - 4 SP - 707 EP - 731 PB - Springer CY - Dordrecht ER - TY - JOUR A1 - Kücholl, Denise A1 - Lazarides, Rebecca T1 - Video- und protokollbasierte Reflexionen eigener praktischer Unterrichtserfahrungen im Lehramtsstudium JF - Zeitschrift für Erziehungswissenschaft : ZfE N2 - 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. N2 - Die Reflexion praktischer Unterrichtserfahrungen ermöglicht es Lehramtsstudierenden theoretische Wissensaspekte und praxisrelevante Erkenntnisse miteinander zu verknüpfen. Die vorliegende Studie untersucht die Bedeutung des Mediums der Reflexion (eigenes Video vs. fremdes Video vs. Protokoll) sowie der Art der reflektierten Unterrichtssituation (positiv vs. herausfordernd) für die Reflexionsprozesse Lehramtsstudierender. Darüber hinaus wird untersucht, auf welchen Ebenen (Basal‑, Sicht- und Tiefenstrukturen) das Unterrichtsgeschehen reflektiert wird. Datengrundlage der quasi-experimentellen Studie sind Unterrichtsreflexionen von 55 Lehramtsstudierenden, die inhaltsanalytisch ausgewertet wurden. Die Ergebnisse zeigen, dass Lehramtsstudierende die Tiefenstrukturen des Unterrichts reflektieren, wenn die Reflexion von Situationen, die als positiv erlebt wurden, anhand fremder Unterrichtsvideos geschieht. Bei der Reflexion von herausfordernden Unterrichtssituationen werden Tiefenstrukturen sowohl anhand von fremden Videos als auch anhand von Protokollen reflektiert. Die Implikationen der Ergebnisse für die Lehrkräftebildung werden im Hinblick auf die Reflexion von Unterrichtspraxis diskutiert. T2 - Video and text-based reflections of practical experiences at preservice teachers KW - Practical experiences KW - Reflection KW - Teacher training KW - Video-based KW - reflection KW - Reflexionsprozesse KW - Lehrkräftebildung KW - Unterrichtspraxis KW - Videobasierte Reflexion Y1 - 2021 U6 - https://doi.org/10.1007/s11618-021-01021-8 SN - 1434-663X SN - 1862-5215 VL - 24 IS - 4 SP - 985 EP - 1006 PB - Springer VS/Springer Fachmedien Wiesbaden GmbH CY - Wiesbaden ER -