Resumen de Reflexive Lehrerbildung und Lehrerforschung in der Fremdsprachendidaktik: Ein Modell zur Definition und Rahmung von Reflexion
This paper aims at identifying elements of the notion of reflection, offering a theoretical view on the concept. In the analysis, relevant theoretical propositions, such as theories of cognition, levels of reflection and the roles of social interaction, physicality, and emotion, are discussed. These aspects are integrated into a theoretical Model of Reflection which focuses on the goals and objects of reflection in current language teacher education and research. Practical approaches to promoting learning and reflection in a secure environment are then presented. Finally, a selection of methods employed in investigations into teachers' reflection processes are discussed so that conceptual and methodological desiderata can be put into perspective.
