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Education Sciences
Special Issues
The Role of Reflection in Teaching and Learning
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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: 30 April 2025 | Viewed by 2715

Special Issue Editors

Prof. Dr. Kira Elena Weber

E-Mail Website
Guest Editor
Faculty of Education, Department of Professional Education and Life-Long Learning, University of Hamburg, 20146 Hamburg, Germany
Interests: (video-based) reflection; professional development of teachers; teacher health; e-portfolios
Prof. Dr. Hendrik Lohse-Bossenz

E-Mail Website
Guest Editor
Institute for Eductional Science, University of Greifswald, 17487 Greifswald, Germany
Interests: reflection in teaching and learning; professional development of teachers

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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Published Papers (2 papers)

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20 pages, 1148 KiB  
Article
Beyond the Classroom: Integrating the ORID Model for In-Depth Reflection and Assessment in Service-Learning
by Fatma Kayan Fadlelmula and Saba Mansoor Qadhi
Educ. Sci. 2024, 14(9), 987; https://doi.org/10.3390/educsci14090987 - 7 Sep 2024
Viewed by 1291
Abstract
Service-learning is a community-based learning approach that bridges academic knowledge with practical application through purposeful exploration, action, and reflection. In addition to enhancing academic learning in various disciplines, service-learning cultivates students’ self-awareness, personal values, and social responsibility, preparing them with essential skills for [...] Read more.
Service-learning is a community-based learning approach that bridges academic knowledge with practical application through purposeful exploration, action, and reflection. In addition to enhancing academic learning in various disciplines, service-learning cultivates students’ self-awareness, personal values, and social responsibility, preparing them with essential skills for life beyond the classroom. However, due to its experiential nature, service-learning presents challenges for effective assessment. This study provides a concrete example of student reflections structured by the Objective, Reflective, Interpretive, and Decisional (ORID) model in practice. Content analysis was implemented by examining undergraduate students’ end-of-semester reflection papers while volunteering during the 2022 FIFA World Cup in Qatar. The results showed that the model provided a guided and structured format for students to reflect on their service-learning, going beyond reporting on factual details to engaging in profound reflections on the emotional, cognitive, and prospective aspects. Moreover, with the solution aspect added to the model, students could express their creativity, articulating on innovative solutions they proposed to overcome challenges and how they turned the challenges into favorable outcomes. Clearly, the model stands as a powerful tool for educators, offering deeper insights into students’ authentic experiences, fostering comprehensive, critical, and insightful reflection, and thereby facilitating the effective assessment of experiential learning. Full article
(This article belongs to the Special Issue The Role of Reflection in Teaching and Learning)
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Review

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13 pages, 217 KiB  
Review
The Role of Reflection in Doctoral Education: An Integrative Review of Approaches to Supporting Well-Being and Developmental Growth
by Kamilla Klefbeck
Educ. Sci. 2025, 15(1), 99; https://doi.org/10.3390/educsci15010099 - 17 Jan 2025
Viewed by 502
Abstract
Doctoral supervision is a complex and multifaceted endeavor that requires balancing the dual objectives of promoting academic development and supporting the well-being of doctoral candidates. This study examines how care-focused strategies and the concept of professional uncertainty can guide supervisors in addressing these [...] Read more.
Doctoral supervision is a complex and multifaceted endeavor that requires balancing the dual objectives of promoting academic development and supporting the well-being of doctoral candidates. This study examines how care-focused strategies and the concept of professional uncertainty can guide supervisors in addressing these demands. An integrative review methodology was used to synthesize findings from educational, psychological, and health-related literature, identifying methods and practices that enhance well-being and personal growth among doctoral candidates. Results indicate that fostering supportive relationships, integrating coaching practices, and adopting salutogenic approaches promote resilience and autonomy in doctoral students. Supervisors’ self-care and collegial support were also highlighted as critical for sustaining their capacity to guide students successfully. Challenges include managing conflicting expectations, navigating cultural diversity, and addressing stress within supervisory relationships. By emphasizing relational and ethical dimensions, the study demonstrates how reflective supervision can create environments that support both academic progress and mental health. While focused on doctoral education, these findings may also offer insights for teacher education programs, suggesting ways in which principles of care, reflection, and professional uncertainty could be relevant in broader educational contexts. Recommendations for practice include adopting structured supervision cycles and embedding care as a core principle in institutional policies. This paper offers practical insights and tools for integrating care-based strategies into doctoral supervision, providing a framework to enhance doctoral students’ well-being and adaptability while helping supervisors balance their dual roles. Full article
(This article belongs to the Special Issue The Role of Reflection in Teaching and Learning)
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