Reflection in two practices

Discrimination different modes of reflection in teacher education

Abstract

 seems to be a broad and unquestioned agreement, that “reflection” is something important in teacher education programs. In this contribution, we challenge this view by asking for what kind of problems reflection may offer an answer. We also ask if “reflection” is an answer, which is a. epistemologically convincing and b. something, which academic institutions can deal with in an expert way. Due to the critical valuation of these questions, we suggest a framework for teacher education programs beyond “theory and practice”. In the “new” framework, we discriminate different modes of reflection. The discrimination illustrates, that “reflection” is a container for very different ways of thinking. In this clarified diversity, it is possible to describe where these modes of “reflection” can (only) be learned. It becomes very clear, what kind of reflection academic institutions can offer as experts.