Hommel Mandy, Fürstenau Bärbel, Mulder Regina H
Faculty of Electrical Engineering, Media and Computer Science, OTH Amberg-Weiden, Amberg, Germany.
Faculty of Business and Economics, TU Dresden, Dresden, Germany.
Front Psychol. 2023 Jan 9;13:923888. doi: 10.3389/fpsyg.2022.923888. eCollection 2022.
Professional development requires reflection. However, a conceptual model that considers the different perspectives on reflection remains missing. Regarding reflection, three different research streams can be distinguished: (I) an individual action-process-perspective, (II) a critical perspective, and (III) a social-relatedness perspective. From these three streams, important components are derived in the present study and integrated into one conceptual model. This model contains the individual and contextual components which influence reflection and considers reflection to be a process containing mutually influencing emotion, motivation, and cognition which can lead to various outcomes such as performance and, consequently, innovation. For illustrating the meaning of the model's components in a specific professional context, we used data from an interview study with eight teachers of vocational schools. The conceptual model can serve as a basis for further research on reflection in all kinds of work contexts and be used to foster professional development, for instance by developing interventions to foster reflection.
专业发展需要反思。然而，一个考虑到反思不同视角的概念模型仍然缺失。关于反思，可以区分出三种不同的研究流派：（I）个体行动过程视角，（II）批判性视角，以及（III）社会关联性视角。在本研究中，从这三个流派中提取了重要组成部分，并将其整合到一个概念模型中。该模型包含影响反思的个体和情境因素，并将反思视为一个包含相互影响的情感、动机和认知的过程，这一过程可能导致各种结果，如绩效，进而带来创新。为了在特定专业背景下阐释该模型各组成部分的含义，我们使用了对八名职业学校教师进行访谈研究的数据。该概念模型可作为在各类工作背景下进一步研究反思的基础，并用于促进专业发展，例如通过开发促进反思的干预措施。
