Reflection as a Key to manage future Challenges · “Business Education & Development” in Graz...

SIEC-ISBE Conference, Berlin 2013 Riebenbauer/Stock

Reflection as a Key

to manage future Challenges

Elisabeth Riebenbauer & Michaela Stock

85th SIEC-ISBE Conference:

Berlin, August 2013


Overview

• Reflection – theoretical background

• Benefit of reflection

• Promoting reflection in the master program

“Business Education & Development” in Graz

• Instruments, e.g.

• ePortfolio

• Learning diary

• Evaluation sheet for competence development

• Empirical results

• Conclusion & discussion

http://www.google.at/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=hhVfSsqDO6QpeM&tbnid=cNlcmV5SraTetM:&ved=0CAUQjRw&url=http://tekstovi-pesama.com/reflexion/0/671421/&ei=VVpMUfjuJ8nYsgbEw4DoDw&bvm=bv.44158598,d.bGE&psig=AFQjCNHdqZbcZQwtn19Z09mBwBHJJtqY8w&ust=1364044722741178


• Origin: reflectere turn back, reverse, bend backwards

• Reflection = mental process of structuring or re-structuring

• Self-reflection = intensive consideration with individual learning and acting

• Personal development = self-reflection evaluation change

• Self-reflection of job activities =

troika of

effectiveness, resilience, responsibility

Reflection and self-reflection

resilient responsible

effective


ALACT model of Korthagen (1999)

Reflection process


• Willingness to reflect

• Start with open questions

• Consider other views – Changing perspectives

• Description of positive as well as negative observations

• Analysis and interpretation of descriptions

• Planing of future action on the basis of

reflection results – plan of action

Criteria for a good reflection

http://www.google.at/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=i64-Dm4BhbBfEM&tbnid=cHidVFcUYQfaPM:&ved=0CAUQjRw&url=http://www.teachers-ipp.eu/Selbstreflexion.html&ei=JVxMUbOCGsXLtAaLhYHICA&bvm=bv.44158598,d.bGE&psig=AFQjCNGcgzFE4c7wq36bWM59VmkMHFiuXw&ust=1364045164758004


• Analyse strength and weaknesses,

personal SWOT-analysis

• Better self-awareness, self-confidence

• Support for change

necessary for ability to adapt to changing requirements

on the labor market and in society

• Life Long Learning

• Reflection based learning…

• Reflection for students & reflection for teachers

Benefit of reflection

Riebenbauer/Stock SIEC-ISBE Conference, Berlin 2013

Self-reflection as a part of self-regulation

(cf. Zimmermann & Campillo 2003)


Overview

• Reflection – theoretical background

• Benefit of reflection

• Promoting reflection in the master program

“Business Education & Development” in Graz

• Instruments, e.g.

• ePortfolio

• Learning diary


• Empirical results

• Conclusion & discussion



Guiding principles for professionalism in

business education and development

Dimensions of business-educational professionalism

Differentiated and integrated knowledge

and skills for pedagogically relevant

fields of action

Self-critical and experimental attitude

and willingness towards reflection

Pedagogical ethos and balanced identity

(cf. Tramm 2012;

cfl. Basiscurriculum Berufs- und Wirtschaftspädagogik 2003)


Master Program:

Business Education & Development


Master program in Graz:

Business Education & Development

Master: e.g.

• Theoretical discussion

• ePortfolio

• Reflection report in practice firm

• 360° Feedback

• Reflexion Marker

Teaching practice:

• Learning diary


Promotion of reflection

REFLECTION IN THE MASTER BED

Stand: Februar 2013


ePortfolio

• Digital Portfolio (ePortfolio)

• Documents the life long learning processes throughout the

student’s life

• Shows the achieved competences independently from institutions

and the phases in one's life

• ePortfolio at the Master of Business Education & Development:

– Raises students’ awareness of their own competences

– Triggers reflection about strengths and their efficient application towards meeting personal targets

– Enables customized skills enhancement

– Useful for job application

(cf. Stock 2010; Stock/Riebenbauer 2011)


ePortfolio:

Implementation at the Master program

(cf. Stock 2010; Stock/Riebenbauer 2011)


Learning Diary

• Personal report about observations and feelings with regard to

the learning process

• About and over the whole teaching practice semester

• Content: learning targets, first impressions at school, lesson

preparation, classroom work, assessment, teacher personality

• Not part of the grading of students

• Invites students

– To reflect on their own

– To become aware of their learning progress

– To improve their ability for self-reflection

– To identify issues/problems associated with the teaching practice

(eg. Winter 2008, 254ff)


Learning Diary

• Via learning platform “Moodle”

• Guided by questions

• Feedback by lecturer (content/group) and

external coach (ability/individual)


Learning Diary

• Questions:

– What do I want to learn?

– How do experienced teachers organize classroom work?

– How do I plan my lessons?

– What methods do I use?

– What experiences do I have with student´s interaction?

– What are my experiences with student assessment?

– How is the daily school life organized?

– Can I image becoming a teacher?

– …


Evaluation sheet

for competence development

• Guide for the development of competences during the

teaching practice

• Instrument for comparison of self-perception (student) and

external perception (mentor)

• Content:

– Teaching activities (preparation, classroom work, assessment)

– Contribution to school life

– Teacher personality

• Procedure:

– use in mentor sessions

– interim and end evaluation

Riebenbauer/Stock SIEC-ISBE Conference, Berlin 2013 18


Empirical results ePortfolio:

Promotion of self-reflection

1st semester:

N = 132

Aim of accompaning research: evaluation of implementation

process, self-awareness of competences, sustinable use

How many of your competences do you think you know?

0,0%

10,0%

20,0%

30,0%

40,0%

50,0%

60,0%

70,0%

80,0%

none few some many a great many all

before 1st ePortfolio after 1st ePortfolio


Empirical results ePortfolio:

Triggering moments

0 20 40 60 80 100 120

Change

Self-awareness

Success

Job application

Obligation

3rd semester

2nd semester

1st semester


• Aim of accompaning research: continous development of teaching

practice for all stakeholders (students, schools, university)

• Start February 2013

• First results learing diary:

– Learning diary is beneficial (74%)

– Learning diary supports

self-reflection

– Group-feedback in den seminar

was helpful (80%)

– Indivudual feedback via Moodle

was helpful (70%)

Empirical results teaching practice:

Learning diary

40%

44%

12%

4%

The learning diary supports my self-reflection.

Fully correct

Rather correct

Rather not correct

Not correct

N=50 Students


• First results evaluation sheet:

Mentors: Evaluation sheet is helpful for the mentoring (65%) (N=43 Mentors)

Students:

– Evaluation sheet is benefical in the middle (54%)

– Evaluation sheet is benefical at the end (50%)

– Evaluation sheets shows how

their compentences developed (48%)

– Evaluation sheets shows the

compliance/divergence of self-image

and external perception

Empirical results teaching practice:

Evaluation sheet for competence development


Future challenges to foster reflection

• Part of the core curriculum

• Why & how must be clear

• Reflection versus „story telling“

• Ensure trust

• Explore and consider the reality and strategies of students

• Financing of coach

• Sustainability

• Students become multiplicator



Questions & discussion

Contact:

Elisabeth Riebenbauer Michaela Stock

[email protected] [email protected]

mailto:[email protected]






Reflection as a Key to manage future Challenges · “Business Education & Development” in Graz...

Documents

Transcript of Reflection as a Key to manage future Challenges · “Business Education & Development” in Graz...