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Cited by 21Reflective Practices in EducationTeacher Education and Leadership StudiesTeacher Education and Assessments

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Reflect on your teaching experience: systematic reflection of teaching behaviour and changes in student teachers’ self-efficacy for reflection

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Hußner, Isabell, Lazarides, Rebecca, Symes, Wendy, Richter, Eric, Westphal, Andrea·2023·Zeitschrift für Erziehungswissenschaft
DOI 10.1007/s11618-023-01190-8
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Abstract

Reflecting on teaching experience is meaningful in teacher education because it enables student teachers to evaluate their professional behaviours in the classroom and to develop new instructional strategies. Little is known, however, about the motivational aspects of the reflection process, such as self-efficacy for reflection. Self-efficacy is an important resource in teacher education which relates negatively to stress and burnout, and positively to professional behaviour. This longitudinal intervention study with data from N = 600 student teachers investigates how self-efficacy for reflection can be enhanced over the course of one semester. Our findings show that student teachers’ self-efficacy increased significantly in an intervention group in which student teachers systematically reflected on teaching situations in the context of micro-teaching experiences. There was no increase in self-efficacy in the control group in which student teachers did not teach in schools, nor systematically reflect. The increase in self-efficacy for reflection in the intervention group was moderated by previous pedagogical experiences in teaching of student teachers. Our findings are discussed for further development in teacher training.

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  • Systematic reflective practices can shape how student teachers understand and enact reflective behavior and confidence in reflection.

    “More recent research has continued to affirm the value of structured reflection, including evidence that systematic reflective practices can shape how student teachers understand and enact reflective behavior and confidence in reflection (Hußner et al., 2023).”

    From Echoes in Translation: Reassembling Teacher Voice Through Poetic Inquiry (2026) · cites this paper as Hußner et al., 2023

    Section 7.2 reports a significant increase in self-efficacy for reflection among student teachers who taught and reflected systematically, unlike the control group; the Conclusion also says these experiences are useful for enhancing confidence in reflection. The paper does not establish that the practices changed how student teachers understood or enacted reflective behavior. It also says it cannot separate the effects of structured reflection from those of micro-teaching. (LLM, conf=0.86)

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Metadata

Authors
Hußner, I., Lazarides, R., Symes, W., Richter, E., & Westphal, A.
Affiliations
  • University of Potsdam (DE)
  • Universität Greifswald (DE)
Corresponding author
Hußner, Isabell
ORCID
Venue
Zeitschrift für Erziehungswissenschaft
Publisher
Springer Science and Business Media LLC
Published
2023-09-04
Volume
26
Issue
5
Pages
1301-1320
ISSN
  • 1434-663X (ISSN-L)
  • 1862-5215
DOI
10.1007/s11618-023-01190-8
OpenAlex
W4386422175
Cited by
21
References
2
Citations by year
2026: 6 · 2025: 12 · 2024: 2 · 2023: 1
FWCI
15.55
Type
journal article
Language
en
Open access
Licence
Locations
  • Zeitschrift für Erziehungswissenschaft (publishedVersion, cc-by)
  • Publication Server of the Catholic University Eichstätt-Ingolstadt (Catholic University of Eichstätt-Ingolstadt) (submittedVersion, cc-by)
Funders
  • Ministerium für Bildung und Forschung (01JA1516)
  • Universität Potsdam
Topics
  • Social Sciences › Education › Reflective Practices in Education
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Teacher Education and Assessments
Keywords
reflective practice, pre-service teachers, teacher professional development, microteaching, teacher behavior, teaching experience, professional development

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