... hebben wel gemerkt dat de volgende 'ingrediënten' van belang zijn: 1 Een echte cult... more ... hebben wel gemerkt dat de volgende 'ingrediënten' van belang zijn: 1 Een echte cultuurverandering kan alleen plaatsvin-den als alle niveaus binnen de school meedoen (de leerlingen, de leraren en de ... Er moet congruentie zijn tussen het handelen op al deze niveaus ...
This contribution deals with the question of how reflection of practitioners can be deepened. Due... more This contribution deals with the question of how reflection of practitioners can be deepened. Due to the pressures of day to day practice, they often focus on 'quick fixes. ' We describe several steps in the development of an approach to reflection aimed at overcoming this tendency. These include a more balanced attention to thinking, feeling and wanting as the sources of behavior, the distinction of six layers of reflection in the so-called 'onion model', a shift in the content of reflection from the past to the ideal future, and finally a focus on presence and mindfulness. In the resulting concept of Core Reflection, a specific method is used for dealing with inner obstacles to the actualization of personal qualities.
This study follows one student teacher during a period of one school year in which she was suppor... more This study follows one student teacher during a period of one school year in which she was supported in developing 'presence' while teaching. The issue of 'presence' was formulated by the teacher herself, and coincides with the upcoming interest in this issue in psychology and in theories about becoming a teacher. The core reflection approach was used in the supervision of the teacher. Based in analyses of audiotaped supervisory sessions, six stages were identified in the teacher's development. These stages are described and related to theories about positive psychology and core reflection. The supervisor's interventions leading to transitions between the stages were identified, analyzed, and related to key principles of core reflection. It appeared that the teacher's growth not only led to experiencing 'presence' while teaching but, related to that, also to a greater use of her personal qualities. Taken together, it appeared that after the supervision the teacher was much more 'in flow' and that she felt more effective as a teacher. In this article, both the teacher's growth and the supervisor's interventions are described in detail, and illustrated with citations from supervisory sessions, journals, and interviews. Specific attention is paid to the relationship between professional and personal goals of supervision. A case is made for the integration of professional and personal aspects in supervising student teachers.
This study follows one individual student teacher during a period of one single school year in wh... more This study follows one individual student teacher during a period of one single school year in which she was supported in developing 'presence' while teaching. The notion of 'presence' was formulated by the teacher herself, and coincides with the growing interest in this aspect in psychology, and in theories about becoming a teacher. In her supervision, the so-called core reflection approach was used, which strongly builds on the concept of presence and on positive psychology. Based on analyses of audio taped supervisory sessions, six stages were identified in the teacher's development. These stages are described and related to theories about positive psychology and core reflection. The supervisor's interventions leading to the transitions between the stages were identified, analysed, and related to key principles of core reflection. It appeared that the teacher's growth not only led to experiencing 'presence' while teaching, but also to a greater use of her personal qualities. Taken together, it appeared that after the supervision the teacher was much more 'in flow', and that she was more effective as a teacher. In this article, both the teacher's growth and the supervisor's interventions are described in detail, and illustrated using quotations from supervisory sessions, logbooks, and interviews. A case is made for connecting professional and personal aspects in supervising student teachers.
This paper deals with the question of how reflection of practitioners can be deepened. Due to the... more This paper deals with the question of how reflection of practitioners can be deepened. Due to the pressures of day to day practice, they often focus on 'quick fixes. ' We describe several steps in the development of an approach to reflection aimed at overcoming this tendency. These include a more balanced attention to thinking, feeling and wanting as the sources of behavior, the distinction of six layers of reflection in the so-called 'onion model', a shift in the content of reflection from the past to the ideal future, and finally a focus on presence and mindfulness. In the resulting concept of Core Reflection, a specific method is used for dealing with inner obstacles to the actualization of personal qualities.
... hebben wel gemerkt dat de volgende 'ingrediënten' van belang zijn: 1 Een echte cult... more ... hebben wel gemerkt dat de volgende 'ingrediënten' van belang zijn: 1 Een echte cultuurverandering kan alleen plaatsvin-den als alle niveaus binnen de school meedoen (de leerlingen, de leraren en de ... Er moet congruentie zijn tussen het handelen op al deze niveaus ...
This contribution deals with the question of how reflection of practitioners can be deepened. Due... more This contribution deals with the question of how reflection of practitioners can be deepened. Due to the pressures of day to day practice, they often focus on 'quick fixes. ' We describe several steps in the development of an approach to reflection aimed at overcoming this tendency. These include a more balanced attention to thinking, feeling and wanting as the sources of behavior, the distinction of six layers of reflection in the so-called 'onion model', a shift in the content of reflection from the past to the ideal future, and finally a focus on presence and mindfulness. In the resulting concept of Core Reflection, a specific method is used for dealing with inner obstacles to the actualization of personal qualities.
This study follows one student teacher during a period of one school year in which she was suppor... more This study follows one student teacher during a period of one school year in which she was supported in developing 'presence' while teaching. The issue of 'presence' was formulated by the teacher herself, and coincides with the upcoming interest in this issue in psychology and in theories about becoming a teacher. The core reflection approach was used in the supervision of the teacher. Based in analyses of audiotaped supervisory sessions, six stages were identified in the teacher's development. These stages are described and related to theories about positive psychology and core reflection. The supervisor's interventions leading to transitions between the stages were identified, analyzed, and related to key principles of core reflection. It appeared that the teacher's growth not only led to experiencing 'presence' while teaching but, related to that, also to a greater use of her personal qualities. Taken together, it appeared that after the supervision the teacher was much more 'in flow' and that she felt more effective as a teacher. In this article, both the teacher's growth and the supervisor's interventions are described in detail, and illustrated with citations from supervisory sessions, journals, and interviews. Specific attention is paid to the relationship between professional and personal goals of supervision. A case is made for the integration of professional and personal aspects in supervising student teachers.
This study follows one individual student teacher during a period of one single school year in wh... more This study follows one individual student teacher during a period of one single school year in which she was supported in developing 'presence' while teaching. The notion of 'presence' was formulated by the teacher herself, and coincides with the growing interest in this aspect in psychology, and in theories about becoming a teacher. In her supervision, the so-called core reflection approach was used, which strongly builds on the concept of presence and on positive psychology. Based on analyses of audio taped supervisory sessions, six stages were identified in the teacher's development. These stages are described and related to theories about positive psychology and core reflection. The supervisor's interventions leading to the transitions between the stages were identified, analysed, and related to key principles of core reflection. It appeared that the teacher's growth not only led to experiencing 'presence' while teaching, but also to a greater use of her personal qualities. Taken together, it appeared that after the supervision the teacher was much more 'in flow', and that she was more effective as a teacher. In this article, both the teacher's growth and the supervisor's interventions are described in detail, and illustrated using quotations from supervisory sessions, logbooks, and interviews. A case is made for connecting professional and personal aspects in supervising student teachers.
This paper deals with the question of how reflection of practitioners can be deepened. Due to the... more This paper deals with the question of how reflection of practitioners can be deepened. Due to the pressures of day to day practice, they often focus on 'quick fixes. ' We describe several steps in the development of an approach to reflection aimed at overcoming this tendency. These include a more balanced attention to thinking, feeling and wanting as the sources of behavior, the distinction of six layers of reflection in the so-called 'onion model', a shift in the content of reflection from the past to the ideal future, and finally a focus on presence and mindfulness. In the resulting concept of Core Reflection, a specific method is used for dealing with inner obstacles to the actualization of personal qualities.
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