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Teaching in Europe: Reflective Practice

Enrollment is Closed

About This Course

Students often claim they miss more practical elements during their studies – left by itself, however, school practice doesn’t contribute to the professional development of “reflective practicioners” (Schön 1983) and their correlated teaching competences, if it doesn’t engage in a constant symbiosis with its theoretical foundations and individual mental scripts (von Felten 2005; Pollard 2006). In the context of the SoNetTE OCW course “Reflective Practice in the European Context”, we therefore try to explore the value of reflection and evaluate best practice examples from a transcultural European perspective. After getting students acquainted with the different educational cultures of Europe, students are to reflect critically on their classroom observations and teaching skills as well as share and compare their experience with fellow students from other European universities. During the process of their practice and the accompanying course, they are not only tutored by lecturers from their home universities, but also by peer mentoring arrangements (video conferences and guided chats) as well as by e-mentors for selected topics in focus (e.g. by experienced teachers from Oviedo and Regensburg will report or “blog” on their experience with lesson planning, stress management, classroom management). The course is designed as a blended-learning course and will be taught in English. According to activities, assignments and target groups, Spanish, German and other mother tongues may also be used..

Research Questions

  • How do teacher training arrangements, educational cultures and their institutional context differ in European countries?
  • How is the professional development of student teachers monitored and mentored during school practice?
  • Which role does self-reflection play in different practice arrangement - how can it be improved to foster the critical learning and teaching among these young professionals?

Learning outcomes

After the course, the participant is able to:

  • Reflect on the teaching practice at school as well as on the professional development as a teacher
    • Evidence-based knowledge
    • Reflection during and after practice (own teaching, classroom observation, action research)
    • Application of new insights to own teaching
  • View the construction of the professional identity of a teacher in Europa from an inter- and transcultural perspective
    • Understand the historical evaluation and present political, sociocultural and educational framework of Europe
    • Develop critical thinking on stereotypes and acquire an informed tolerance of ambiguity when approaching other educational cultures of Europe
    • Understand and assimilate the concept of intercultural / transcultural learning and its relevance in current education

Theoretical Background

Brockbamk, A. (2002). Aprendizaje reflexivo en la educación superior. Madrid: Ediciones Morata. Dewey, J. (1974). On Education. Selected Writings. Chicago: UCP. Herzog, W. (1995). Reflexive Praktika in der Lehrerinnen- und Lehrerbildung. Beiträge zur Lehrerbildung, 19 (1), 17-28. Koch-Priewe, B. (ed.) (2013). Portfolio in der LehrerInnenbildung. Bad Heilbrunn: Klinkhardt. Roters, B. (2012). Professionalisierung durch Reflexion in der Lehrerbildung. Münster / New York: Waxmann. Schön, D. (1983). The Reflective Practitioner. How professionals think in action. London: Temple Smith. Schön, D. (1997). La formación de profesionales reflexivos. Hacia un nuevo diseño de la enseñanza y el aprendizaje en las profesiones. Barcelona: Ediciones PAIDOS ibérica. Tallaferro, D. (2006). La formación para la práctica reflexiva en las prácticas profesionales docentes. EDUCERE, 33, 269- 273. Teml, H. (2002). Praxisberatung’ als Förderung von ‘Praxisreflexion’. In: Klement, K. et al. (2002) (ed.). Schulpraktische Studien. Beiträge zur Qualitätsentwicklung in der Lehrerbildung unter Berücksichtigung europäischer Perspektiven. Innsbruck: Studien-Verlag, 9-32. Villar, L. (ed.) (1999). Un ciclo de enseñanza reflexiva. Estrategia para el diseño curricular. Bilbao: Ediciones Mensajero. Von Felten, R. (2005). Lernen im reflexiven Praktikum. Eine vergleichende Untersuchung. Münster et al.: Waxmann. Zeichner, K. (1993, diciembre). El maestro como profesional reflexivo. Cuadernos de Pedagogía, 220, 44-52.


Participants should have recently completed or be about to start a school practice in their field of studies (Foreign Languages).

Course Staff

Katja Zaki

Katja Zaki

  1. Course Number

  2. Classes Start

    Feb 09, 2015
  3. Classes End

    Apr 27, 2015
  4. Estimated Effort