Theory-based Reflection of Teaching Experience as a Chance to Professionalize

Deutsch

Abstract

Teaching experiences in schools are highly relevant to future teachers. In terms of professional assets, it is very important to reflect these teaching experiences. The reflection aims at combining pedagogical content theory and practical experience. The interdisciplinary research and development project named Praxisprojekte in Kooperationsschulen is a part of the Qualitätsoffensive Lehrerbildung at the University of Münster and focuses on the question to what extent theorybased reflection processes can be initiated, accompanied and evaluated. Therefore the participating subjects German, History, Geography and Mathematics developed a reflectory model called ProRefiT deductively in order to support the students of the subjects concerned. The reflectory processes take place during university seminars using the model to prepare and guide the students. At the end, a report is supposed to be conducted by the students. This article presents the model and its application in seminars in detail. Thus, it describes the model’s individual phases. The explicit sequence is intended to guide the novice students. The question to what extent the theory-based developed ProRefiT-model has proved its practicability in concrete implementation will be explored by an explorative analysis of student reflection reports. It is specifically examined to what extent the quality of the realization of single steps affects the entire reflection process. Fundamental is here the assumption that the theory-based reflection on teaching experience offers a chance of professionalization in the sense of the development of essential teacher competences.