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  -