‘Facilitating change from within’
Investigating students’ experiences of using core reflection in physical education teacher education
Bibliographic Data
| ID | 21784072 |
|---|---|
| Authors | Marc Esser-Noethlichs (0009-0002-0184-9623, OsloMet – Oslo Metropolitan University, corresponding author), Siv Lund (OsloMet – Oslo Metropolitan University), Lars Bjørke (0000-0003-2328-8919, University of Inland Norway) |
| Year | 2024 |
| Pages | 1-15 |
| Publication date | 2024-09-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Physical Education and Sport Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 1740-8989 • E-ISSN: 1742-5786 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/17408989.2024.2400069 |
| OpenAlex | W4402450246 |
| Language | EN |
| Citations received | 6 |
| References cited | 24 |
Background Reflection plays a pivotal role in professional development, particularly in physical education teacher education (PETE). Research shows that student reflections in PETE often remain at a superficial level, focusing mainly on technical aspects of teaching. However, there's a need for PETE students to engage in deeper reflections, encompassing social, moral, ethical, or political aspects of teaching.Research goal This study investigates how PETE students experience core reflection as a pedagogical intervention for their professional development.Theory Core reflection, a concept developed by Fred Korthagen, bridges the gap between theory and practice in teacher education. It encourages using personal teaching experiences as starting points for reflection, focusing on personality development and the utilization of one's inner potential. This approach is believed to help student teachers find their personal and authentic teaching style.Method The study involved 38 PETE students who participated in both theoretical and practical sessions, including a swimming course. These sessions incorporated tasks for facilitating core reflection, based on personal teaching experiences. The data comprised individual written reflections from these students, analyzed using Eggebø's ‘collective qualitative analysis’ procedure.Results The analysis revealed four key themes: (1) ‘Same Intentions, Varied Experiences’: This theme highlights the differences in depth and detail of core reflection among students, despite similar initial intentions. (2) ‘A Tool for Awareness’: The tool was found to be effective in helping students develop awareness and recognize their personal strengths and weaknesses. (3) Peer Feedback Helps Understanding Core Qualities’: This theme underscores the importance of peer feedback in identifying personal strengths and bolstering confidence. (4) ‘Being Situated in Realistic Context makes Core Reflection (more) Meaningful’: The findings emphasize the value of learning core reflection within realistic settings, such as school practicums and peer-teaching, to facilitate practical understanding and application.Discussion and conclusion Core reflection is an effective tool within PETE for promoting systematic reflection, self-awareness, and professional growth. However, it requires sustained effort and integration into educational programs. Future research should explore the long-term effects of core reflection in PETE, especially regarding the development of professional competencies aligned with individual core qualities
Mathematics education · Optics · Pedagogy · Physical education · Physics · Teacher education · Computer Science · Inclusion and Disability in Education and Sport · Physical Education and Pedagogy · Psychology · Teacher Education and Leadership Studies
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| Unique citing works | 6 |
|---|---|
| Citations per year | 6 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |