Missglückte Distanzierung? Praktische pädagogische Reflexion als theoriefähiges Phänomen in Relation zum dominanten Reflexionsideal im Lehrerbildungsdiskurs.

This article deals with the question whether the way pedagogical practitioners reflect on their work can point to conceptual aspects of pedagogical reflection. This endeavour is based on the observation that the discourse on teacher education promotes an ideal of reflection that keeps colliding with findings from empirical studies that focus on reflection in practical pedagogical contexts: in the dominant discourse on teacher education, the reflecting subject is supposed to discard a practitioner’s perspective and take on a distanced observer’s position. This ideal is not met by pedagogical practitioners. Assuming that this discrepancy might be of theoretical interest, I examine pedagogical reflection as a practical phenomenon. In order to do so, I analyse examples of practical pedagogical reflection taken from conversations between trainee teachers and their instructors. With these examples at hand, I draft a mode of practical pedagogical reflection that may be characteristic for its context and object. [ABSTRACT FROM AUTHOR]