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ERIC Number: EJ821337
Record Type: Journal
Publication Date: 2005-Feb
Pages: 25
Abstractor: As Provided
Reference Count: 52
ISSN: ISSN-1354-0602
Levels in Reflection: Core Reflection as a Means to Enhance Professional Growth
Korthagen, Fred; Vasalos, Angelo
Teachers and Teaching: Theory and Practice, v11 n1 p47-71 Feb 2005
Reflection is currently a key concept in teacher education. The reflection process is often described in terms of a cyclical model. In the present article, we explain how such a model can be used for supporting student teachers' reflection on practical situations they are confronted with, and on their behaviour, skills and beliefs in such situations. In some cases, however, more fundamental issues appear to influence teachers' practical functioning. For example, their self-concept can have a decisive influence on the way they function, or they may do what is expected of them, and yet not feel truly involved. In such cases, a more fundamental form of reflection is needed, which in this article we refer to as "core reflection". The focus on core reflection concurs with the recent emphasis in psychology on attending to people's strengths rather than their deficiencies. (Contains 5 figures and 4 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A