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Doing reflexivity in a self-directed learning setting

Fankhauser, Regula; Hangartner, Judith; Naço, Ditjola (2024). Doing reflexivity in a self-directed learning setting. In: Hangartner, Judith; Durler, Héloïse; Fankhauser, Regula; Girinshuti, Crispin (eds.) The fabrication of the autonomous learner. Ethnographies of Educational Practices in Switzerland, France and Germany (pp. 125-140). London: Routledge 10.4324/9781003379676-10

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Self-reflection is becoming an increasingly important concern in compulsory school education, at least in German-speaking countries. Self-reflection is supposed to support pupils’ autonomy and to improve their learning process. In this chapter, we contextualize this claim in the context of reflexive modernity and turn to the challenges of reflection in everyday school routines. With a practice-theoretical perspective, we analyse the use of two different reflection tools in an ethnographic field study on autonomy-oriented learning settings in a secondary school. While the first instrument predominantly generates formulaic confessions, the second instrument initiates at least the beginnings of authentic self-reflection. In the conclusion, we consider the conditions under which practices of reflection – that actually deserve to be called reflection – could emerge.

Item Type:

Book Section (Book Chapter)

PHBern Contributor:

Fankhauser, Regula, Hangartner, Judith, Naço, Ditjola

Publisher:

Routledge

Projects:

[17 w 0003 01] Führung zur Selbstführung - Eine ethnografische Studie zu schulischen Settings des selbstständigen Lernens Official URL

Language:

English

Submitter:

Jessica Brunner

Date Deposited:

30 May 2023 11:49

Last Modified:

09 Nov 2023 04:59

Publisher DOI:

10.4324/9781003379676-10

PHBern DOI:

10.57694/6977

URI:

https://phrepo.phbern.ch/id/eprint/6977

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