Revitalizing Reflection in Teacher Education: A Digital Tool for Reflection as a Gentle Trigger for Transformation

Research output: Chapter in Book/Report/Conference proceedingChapterScientificpeer-review

Abstract

This chapter argues that the problematic nature of reflection in the
teacher education field stems from associating reflection with the consideration of concrete teaching practices only. Our purpose is to revitalize teacher reflection by developing an understanding of reflection focused on meaning structures rather than on teaching practices. We investigate a new way to promote critical reflection in professional development through a recently developed digital tool called Reflection Facilitator (RF) that is based on the theory of edge emotions. Based on empirical data from preservice teachers’ experiences with the RF, we develop the theory of reflection in the interface between embodied experiencing, societal conditions, and the function
of reflection in examining the human condition and then reformulate the framework for teacher reflection.
Original languageEnglish
Title of host publicationThe Palgrave Handbook of Learning for Transformation
EditorsAliki Nicolaides, Saskia Eschenbacher, Petra T. Buergelt, Yabome Giblin-Jackson, Marguerite Welch, Mitsunori Misawa
PublisherPalgrave Macmillan
Chapter17
Pages301-332
Number of pages32
ISBN (Electronic)978-3-030-84694-7
ISBN (Print)978-3-030-84693-0
DOIs
Publication statusPublished - Jan 2022
Publication typeA3 Part of a book or another research book

Keywords

  • Reflection
  • Teacher reflection
  • Teacher Education
  • Transformative learning
  • Emotion
  • edge-emotions
  • Digital Tools
  • Reflection Facilitator
  • Transformative Education
  • critical thinking
  • well being
  • embodied experience

Publication forum classification

  • Publication forum level 3

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