||This paper shall illustrate the effectiveness of theory-driven reflection from the transdisciplinary insight into the teaching profession, based on the significance of reflective processes within the context of professionalism.
Questioning and understanding our own being and action are principal elements in the process of reflection. These often occur in implied and unspoken form, and particularly within the systematic and theory driven approaches of reflection, renders more transparency in respect of the processes, and enables the protagonist to show specific, lasting insight. Based on this assumption, the following approaches will be discussed.
1. Action upon the basis of implied knowledge
2. Reflection in action
3. Reflection about the action/reflection about the person
(action research / psychoanalytic reflection)
4. Biographical reflection
Depending upon the element of focus, the specific actions, interactions and biographical contexts shall be taken into account, and analysed according to distinctive theory models (i.e. action research, psychoanalytic education, biographical research). The spectrum of reflection encompasses time frames that are short-term, medium-term and long-term or biographically relevant, along with situations within the context of teaching professionals. This will furthermore include a specific reference to the complexity of professional action, aided by the complex spectrum of reflection. A self-reflective attitude, supported by theory-driven reflection, can therefore provide insight into the individual "self being"; whereby a conscious analysis may be performed with one's own actions and emotions, in direct relation to teaching attitudes. The levels of reflection discussed here shall be clearly demonstrated based on case studies.