This design-based study explores what kind of reflection in-service or student teachers produced in case-based discussion workshops, and how.
Worksheets on the case and tasks facilitated discussion in small groups.
In this study, the targets of reflection written on those sheets are analysed.
Three levels and seven categories of reflection emerged, ranging from context and practices to principles and power relations.
Most of the reflection was superficial or on the meso-level, the level of deepest reflection was reached to greatly differing degrees depending on the group or case concerned.
Both some in-service and some student teachers needed scaffolding by the instructor, but certain tasks in the case discussion sheets could also serve as scaffolds.
Intercultural competences are often defined as knowledge, attitudes and skills, and reflection produced by the case-based tool covers all the three areas.