Korthagen’s ALACT model: Application and modification in the science project “Kolumbus-Kids”

Claas Wegner, Phillip Weber, Stephanie Ohlberger


In order to improve one’s teaching in the long run, reflection on the lessons makes up an integral part in the process of developing a sufficient reflection competence. The problem, however, is how this reflection competence can be established in student teachers already and if that concept is compatible with current systems of teacher education at all. One technique of reflection stems from Fred Korthagen’s research, suggesting that colleagues should help evaluate each other’s lessons. After having held the lesson, the teacher is asked to look back at it, realising important aspects from a distanced point of view and drawing conclusions for further teaching. It should also be thought about alternatives. While theoretical input on reflection is given in the first part of the article, the second half focuses on the adaption of Korthagen’s approach for the tutoring project “Kolumbus-Kids”. The project very successfully implements the ALACT model (action – looking back – awareness of essential aspects – creating alternative methods of action – trial) in teacher education at university and a checklist provided at the end provides an overview of the extensive set of questions to be used in the reflection process.


Reflection, action competence, teacher education, Korthagen, ALACT model

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