Abstract
In this commentary, I explore a method of teacher reflection developed by Korthagen and colleagues, which they refer to as “core reflection” (Korthagen, Kim, & Green, 2013). Specifically, I have noticed that the process of “core reflection” bears a strong resemblance to self-fulfilling prophecies and other “placebo effects” observed in many medical and psychological studies (Price, Finniss, & Benedetti, 2008). It may be the case that this particular brand of teacher reflection is effective, not because teachers actually possess particular character strengths or virtues (as the method supposes), but because core reflection functions as a self-fulfilling prophecy: i.e., expectations bring forth changes in behavior. If, indeed, core reflection functions in this way, this insight has implications for teacher reflection and teacher education.
Recommended Citation
Zimmerman, Aaron Samuel
(2017)
"Core Reflection as Self-Fulfilling Prophecy: Implications for Teacher Education,"
Mid-Western Educational Researcher: Vol. 29:
Iss.
1, Article 5.
Available at:
https://scholarworks.bgsu.edu/mwer/vol29/iss1/5
