Reflection at work – A conceptual model and the meaning of its components in the domain of VET teachers – ScienceOpen
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      Reflection at work – A conceptual model and the meaning of its components in the domain of VET teachers

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          Abstract

          Professional development requires reflection. However, a conceptual model that considers the different perspectives on reflection remains missing. Regarding reflection, three different research streams can be distinguished: (I) an individual action-process-perspective, (II) a critical perspective, and (III) a social-relatedness perspective. From these three streams, important components are derived in the present study and integrated into one conceptual model. This model contains the individual and contextual components which influence reflection and considers reflection to be a process containing mutually influencing emotion, motivation, and cognition which can lead to various outcomes such as performance and, consequently, innovation. For illustrating the meaning of the model’s components in a specific professional context, we used data from an interview study with eight teachers of vocational schools. The conceptual model can serve as a basis for further research on reflection in all kinds of work contexts and be used to foster professional development, for instance by developing interventions to foster reflection.

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          Most cited references90

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          Those Who Understand: Knowledge Growth in Teaching

          L. SHULMAN (1986)
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            The critical incident technique.

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              Informal learning in the workplace

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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                09 January 2023
                2022
                : 13
                : 923888
                Affiliations
                [1] 1Faculty of Electrical Engineering, Media and Computer Science, OTH Amberg-Weiden , Amberg, Germany
                [2] 2Faculty of Business and Economics, TU Dresden , Dresden, Germany
                [3] 3Faculty of Human Sciences, University of Regensburg , Regensburg, Germany
                Author notes

                Edited by: Dominik E. Froehlich, University of Vienna, Austria

                Reviewed by: Andreas Rausch, University of Mannheim, Germany; Dagmar Festner, University of Paderborn, Germany; Nicole Ackermann, Zurich University of Teacher Education, Switzerland

                *Correspondence: Mandy Hommel, ✉ m.hommel@ 123456oth-aw.de

                This article was submitted to Organizational Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2022.923888
                9868728
                36698576
                43d0ac72-95c3-4bb5-8989-96c3677f9a42
                Copyright © 2023 Hommel, Fürstenau and Mulder.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 19 April 2022
                : 13 December 2022
                Page count
                Figures: 1, Tables: 2, Equations: 0, References: 91, Pages: 13, Words: 9966
                Categories
                Psychology
                Conceptual Analysis

                Clinical Psychology & Psychiatry
                reflection,informal learning,process of reflection,professional development,reflection at work,conceptual model

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