Reflection of Teachers in Vocational Education and Training: Development of a Conceptual and Analytical Framework

• In Event: Marriott Roundtable Session 27
  In Roundtable Session: Workplace Learning Roundtable

Abstract

Reflection is regarded part of professional activity. Reflection helps teachers to improve instruction, support learning, and contributes to professional development. For conceptualization, systematically analyzing and modeling reflection a framework is required. Our research aimed to develop such a framework based upon theory and empirical evidence. In the course of two pilot studies, we conducted semi-structured interviews with teachers of vocational colleges in Germany. Data was analyzed using a content analysis procedure. The result is a framework blueprint, i.e. an input-process-outcome model comprising the reflection processes, its triggers and outcomes, as well as personal and contextual determinants. The framework can be used as starting point for further investigating reflection and theory-building and, in turn, contribute to teachers’ professional development.

Authors

• Mandy Hommel, OTH Amberg-Weiden

• Baerbel Fuerstenau, Dresden University of Technology

• Regina H. Mulder, University of Regensburg