Professionalization by (Practice) Reflection in Teacher Education? Introduction to the Special Issue

Abstract

The current scientific debate about the importance of reflection for professionalization processes of (prospective) teachers is characterized by ambivalences of positions and research findings, which increase with the increasing expansion of formats of practice reflection. At the same time, specifically initiated reflection formats become more differentiated in the phases and subjects of teacher training. Giving insight into these current developments, findings and discourse tendencies, the issue raises the question of the link between reflection and professionalization in teacher education as a question and makes current teaching and advice-oriented reflection concepts, methods and materials from didactics and educational science accessible. The compilation of the contributions, which are accentuated in different ways in terms of professional theory and research methodology and methodology, is intended to provide new impulses for a multiparadigmatic discussion (vgl. Heinrich, Wolfswinkler, van Ackeren, Bremm & Streblow 2019) of questions, challenges and opportunities as similar as questions, challenges and opportunities that are connected with specific research methodological approaches and professional-theoretical positions.