@misc{10481/79588,
year = {2022},
month = {6},
url = {https://hdl.handle.net/10481/79588},
abstract = {Reflection in education is usually associated with teachers reviewing their own practices in order to
identify problems and find possible solutions to be applied in practice. Following the scoping review
design suggested by Arksey and O’Malley (2005), the paper focuses on the existing theses written on
reflection in education in the Turkish context as well as the major frameworks employed in the field
on reflection in teaching and teacher education. Based on this review, the aim of this paper is to argue
that the term “reflection”, which is used to represent a deep cognitive and metacognitive process
about teaching and learning experiences is misleading and insufficient. Thus, relying on mainly the
concepts used by Gestalt psychologists, a new term to be used instead of reflection is proposed:
insighting. This new term, not only represents the inward look and deep philosophical questioning
needed for successful reflection, but it also represents a positive conceptualisation of the act of deep
thinking, removing it from being conceptualised as an aspect of “problem solving” alone.},
publisher = {Universidad de Granada},
keywords = {Reflection in education},
keywords = {Teacher reflection},
keywords = {Insight},
keywords = {Insighting},
keywords = {Teacher education},
title = {Rethinking reflection in teaching and teacher education: A review of the existing frameworks and a proposal for an alternative terminology},
doi = {10.47750/jett.2022.13.03.009},
author = {Çavuşoğlu, Çise},
}