The Role of Reflection in Teaching and Learning
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".
Deadline for manuscript submissions: 31 January 2025 | Viewed by 976
Special Issue Editors
Interests: (video-based) reflection; professional development of teachers; teacher health; e-portfolios
Special Issue Information
Dear Colleagues,
There is a consensus in teacher education that reflection is a critical process for both educators and learners and can serve as a bridge between theory and practice. Therefore, one of the main purposes of teacher education is to encourage (preservice) teachers to reflect on their own or other teachers’ teaching in order to increase their professional competencies. However, the term reflection is often used as an umbrella term. We argue that reflection is an occasion-related mental process and encompasses an explicit self-reference, as well as a broadened view of educational practice. This Special Issue, titled "The Role of Reflection in Teaching and Learning,", invites contributions that explore the multifaceted nature of reflection and its pivotal role in educational contexts.
The aim of this Special Issue is to delve into how reflective practices can enhance teaching effectiveness, support student learning, and contribute to the professional development of teachers. We encourage submissions that investigate the various dimensions of reflection in education, including, but not limited to, the following:
- Reflective teaching methods and learning strategies, including video-based reflection;
- Promotion of reflective practices and indicators of reflection quality;
- The integration of reflection in curriculum design;
- The impact of reflective practices on teacher and student outcomes.
Contributions may include empirical studies, theoretical analyses, case studies, or innovative methodologies that provide insights into the processes and effects of reflection in educational settings. This Special Issue seeks to gather a diverse range of perspectives and approaches, highlighting the role of reflection in different educational contexts, levels, and disciplines. Through this Special Issue, we aim to create a comprehensive understanding of the role of reflection in teaching and learning, offering valuable insights for educators, administrators, and policy makers.
We look forward to receiving your contributions.
Prof. Dr. Kira Elena Weber
Prof. Dr. Hendrik Lohse-Bossenz
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- reflective practice
- reflective teaching
- knowledge-based reasoning
- critical thinking
- meta cognition
- pedagogical strategies
- teacher education
- educational development
- professional learning
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