This article focuses on the requirement for teachers and trainers in adult education to reflect on their professional actions and teaching experiences. After a short overview of the current debate on professionalism, a definition of the term didactical reflection is elaborated, differentiating between two levels of reflection: on one hand a direct didactical reflection on teaching actions or situations and on the other hand a self-including reflection. Subjective definitions of successful teaching show how teachers trace out their professional frame of reference and which links to the intents of teaching actions can be found. The article aims to show which structural features stand in the way of didactical self-reflection.
|Translated title of the contribution
|Success as a token of professionalism: Structure characteristics of didactical reflection of trainers in adult education
|Zeitschrift für Weiterbildungsforschung
|Published - 2016