This chapter describes concrete guidelines for promoting reflection in teacher education. First, a phase model for reflection is introduced, which helps to promote meaning-oriented reflection. Next, typical problems related to reflection in teacher learning are discussed, which have led to an approach for making reflection more effective and transformative. Examples show how this Core Reflection approach, which is based on a model of levels of reflection, can bring the power of ideals and personal qualities to bear upon practitioners’ experiences of teaching and learning. Empirical studies on the use of the approach are discussed, as well as implications and context factors influencing the possibilities for using Core Reflection in various international contexts.
More information about the Core Reflection approach can be found at www.korthagen.nl. The author would like to thank Ellen Nuijten for her contributions to this chapter.
Korthagen, F.A.J. (2014), "Promoting Core Reflection in Teacher Education: Deepening Professional Growth", International Teacher Education: Promising Pedagogies (Part A) (Advances in Research on Teaching, Vol. 22), Emerald Group Publishing Limited, Bingley, pp. 73-89. https://doi.org/10.1108/S1479-368720140000022007
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