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Sloganization in Language Education Discourse

Reflection is a concept often referred to in current teacher research – especially when we talk about the notion of the reflective practitioner. In teacher education, pre-service teachers are guided to reflect in order to critically examine and to further develop their professional actions. The methods used to foster reflection in teacher education often are also employed as research methods to investigate language teachers’ reflection processes. The question yet to be answered is what concepts of reflection underlie approaches of reflective teacher education and related research. I will first approach the notion of reflection from an epistemological point of view. It has to be considered what the key features are that define the quality of reflection. What does it mean when teachers reflect on their actions? In what ways does reflecting on them differ from describing, analyzing and discussing them? When referring to teacher research it is crucial to take a close at the parameters that are referred to when reflection processes are described and whether these can currently be determined sufficiently on the methodological level. Approaches of reflective teacher education are analyzed against that background to identify conceptual or methodological desiderata.