Quality of Reflections on Teaching: Approaches to Its Measurement and Low-Threshold Promotion

Abstract

The present study introduces a multidimensional approach to describing the composi tion of reflections, addressing previous inconsistencies in operationalization. The multi dimensional approach was empirically explored in comparison to unidimensional re flection quality measures and examined in relation to reflection-related dispositions. Given the challenges of promoting reflection in teachers’ daily practice, low-threshold interventions—repeated practice and structuring prompts—were investigated regarding their potential to foster reflective competence. Using an integrated model of reflection, five proposed dimensions—describing, evaluating, naming alternatives, justification, and self reference—were identified and assessed alongside the quality measures reflection depth and breadth, and holistic grading. N = 29 teachers reflected verbally on two teaching videos, first openly and then with structuring prompts. The transcribed reflections underwent qualitative and evaluative content analysis to extract quantitative data. Compared to exist ing quality measures, the multidimensional approach provided deeper insights into the complexity of the reflections. The correlations between different approaches to reflection measurement and the reflection-related dispositions were only partially as expected. While repeated practice did not yield a training effect, structuring prompts improved reflection quality. Overall, the findings confirm the usefulness of the multidimensional approach as a valuable means to describe the composition of reflections and highlight its potential for quality measurement.