Soft Skills and Software Development: A Reflection from Software
Reflection skills in teacher education
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Reflection skillsin teacher education:
an investigation into the natureof the written reflection
on specific teaching situationsin digital learning portfolios
Frederik Questier, Joost Ingels, Arno LibottonVrije Universiteit Brussel
ATEE conference 2011, August 2011, Riga
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This presentation can be found athttp://questier.com
http://www.slideshare.net/Frederik_Questier
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My background
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Context:teacher training
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Flemish decree on teacher educationcompetencies based
The teacher as…
1.guide of learning and developing processes
2.educator
3.expert
4.organisator
5.innovator
6.partner of parents
7.member of a school team
8.partner of external institutions
9.member of the education community
10.participant of culture
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Digital learning portfolioDigital learning portfolio
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Flexible instrument for
➢students
➢ planning, reflecting, showcasing:
learning process, development of competences
➢teachers
➢ coaching and assessing➢ the development of competences➢ course and year transcending
Educational portfolios
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Reflectionquality?
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Research study
➢ Analysis of➢ 11 portfolios
➢ 47 reflection blocks
➢ Built a category system➢ based on theory➢ adapted to context
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Korthagen'sALACT cycle of reflection
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Do students describe all stepsof the ALACT cycle?
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Conclusions
➢ 3 first steps of ALACT
are more described
than 2 last ones (creating and trying alternatives)
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How do students reflect?
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Conclusions
➢ Reflection is described more from
a teacher perspective than from
a pupils perspective
➢ Reflection is more described for
“what did I / pupils do and think?” than for
“what did I / pupils want and feel?”
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Onion model of Korthagen
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Do students reflecton all layers of the onion model?
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Conclusions
➢ More reflection on
outer layers than on
inner layers (identity and mission)
This could cause frictions!
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Division in 2 groups
➢ Group A (N=24)➢ Reflection blocks with a description of any of the
following reflections:➢ What did I want?➢ What did I feel?➢ What did pupils want?➢ What did pupils feel?
➢ Group B (N=23)➢ Reflection blocks without any of the above reflections
described.
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ReflectionGroup A vs Group B
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ReflectionGroup A vs Group B
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Onion model layersGroup A vs Group B
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Conclusions
➢ Reflection quality is higher when it includes reflection upon “what do I/pupils want and feel?”➢ Statistically significant:
➢ Awareness➢ Create alternatives➢ Trial➢ Describe + reflect competencies➢ Describe + reflect beliefs
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General conclusions
➢ Competence oriented nature of this portfolio →
focus on demonstrating efforts for the improvement of competencies
and less on the whole of personal development
➢ Not much core reflection
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Recommendations
➢ Careful with too much emphasis on competencies!➢ Enough emphasis on own teaching experiences
➢ Stimulate full reflection cycles
➢ Stimulate reflection on what teachers and pupils want and feel.
➢ Stimulate reflection on all onion levels
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Additional copyright acknowledgements
➢ Social Network CC-by by Frederik Questier➢ ALACT cycle of reflection, copyright by Korthagen➢ Onion model, copyright by Korthagen➢ Chamilo logo by Chamilo➢ Question? CC-by by Stefan Baudy
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Questions? Comments?Questions? Comments?Thanks!Thanks!
See also http://questier.com