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<p>There have been repeated calls for reflection to be embedded in teacher education because of its relevance to teacher professionalization. Nonetheless, the concept of reflection remains a&#xa0;subject of considerable debate and still lacks in a&#xa0;consistent definition for current research. Furthermore, a&#xa0;plurality of models of reflection are referred to. This scoping-review sought to address this paucity of research by examining the definitions and models of reflection in teacher education that have been employed in current research in German-speaking countries. A&#xa0;total of <i>n</i> = 38&#xa0;articles were identified through database searches as well as snowball sampling and included in the review after title-abstract and full-text screening according to predefined criteria. The definitions of reflection, which were identified in the articles were analyzed using categories that were inductively developed. The analysis yielded the identification of key components of the definitions of reflection, i.e., <i>paraphrases of reflection, characteristics of reflection, objects of reflection, foundations of reflection and goals of reflection</i>. The models, which were identified in the included articles, were categorized according to <i>process characteristics</i> and <i>other variables</i>.</p><p>The results of the scoping review were then summarised in a&#xa0;definition and an integrated model of reflection on teaching in teacher education, with the aim of providing a&#xa0;common basis for further research. Future research should evaluate the compatibility of the developed definition and empirically examine the integrated model. Further research desiderata were derived regarding an extended investigation of the reflection process itself and possibilities of fostering reflection and reflective competence.</p>

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Reflexion von Unterricht in der Lehrkräftebildung – Ein Scoping-Review

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年3月7日

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  • Katrin Arendt,
  • Lisa Stark,
  • Anja Friedrich,
  • Roland Brünken,
  • Robin Stark

摘要

There have been repeated calls for reflection to be embedded in teacher education because of its relevance to teacher professionalization. Nonetheless, the concept of reflection remains a subject of considerable debate and still lacks in a consistent definition for current research. Furthermore, a plurality of models of reflection are referred to. This scoping-review sought to address this paucity of research by examining the definitions and models of reflection in teacher education that have been employed in current research in German-speaking countries. A total of n = 38 articles were identified through database searches as well as snowball sampling and included in the review after title-abstract and full-text screening according to predefined criteria. The definitions of reflection, which were identified in the articles were analyzed using categories that were inductively developed. The analysis yielded the identification of key components of the definitions of reflection, i.e., paraphrases of reflection, characteristics of reflection, objects of reflection, foundations of reflection and goals of reflection. The models, which were identified in the included articles, were categorized according to process characteristics and other variables.

The results of the scoping review were then summarised in a definition and an integrated model of reflection on teaching in teacher education, with the aim of providing a common basis for further research. Future research should evaluate the compatibility of the developed definition and empirically examine the integrated model. Further research desiderata were derived regarding an extended investigation of the reflection process itself and possibilities of fostering reflection and reflective competence.