This document discusses a dissertation examining the relationship between teacher habitus and reflection in Austria. It begins by defining habitus according to Bourdieu as internalized patterns influenced by social class. It then notes that schools tend to reproduce social hierarchies by benefiting middle and upper classes. The study operationalizes reflection among teachers into 5 levels of depth and uses semi-structured interviews of 15 teachers to identify 3 types of reflection practices related to social class habitus.

1. AAU.AT
AAU.AT
Relationships between
Habitus and Reflection
of Teachers in Austria
Mag. Dr. Malte Hüsing

2. AAU.AT
Dissertation - Die Reflexion der Lehrkräfte bezogen auf den Habitus - Mag. Dr. Malte Hüsing 2
The Habitus
According to Bourdieu, the
„Habitus is […] a system of
internalized patterns that allow all
typical thoughts, perceptions and
actions of a culture to be generated -
and only these.“ (Bourdieu 1974, p. 41)
This habitus is influenced by different
classes and fields of society and the
availability of capital.
1. The habitus, the field
and the capital
2. Subject of
investigation
3. Theoretical
positioning of the
reflection concept
4. Empirical survey
methodology
5. Results

3. AAU.AT
Dissertation - Die Reflexion der Lehrkräfte bezogen auf den Habitus - Mag. Dr. Malte Hüsing 3
Subject of investigation
1. The habitus, the field
and the capital
2. Subject of
investigation
3. Theoretical
positioning of the
reflection concept
4. Empirical survey
methodology
5. Results
The school is mainly a middle-class and
upper-class institution and is therefore
largely shaped by these.
→ Students in these classes are more
likely to be successful in the school as
an institution
→ Reproduction of the social hierarchy
and at the same time an appreciation
and legitimation of this hierarchy
(Liebau 2011, p. 17-18.)

4. AAU.AT
Dissertation - Die Reflexion der Lehrkräfte bezogen auf den Habitus - Mag. Dr. Malte Hüsing 4
Subject of investigation
1. The habitus, the field
and the capital
2. Subject of
investigation
3. Theoretical
positioning of the
reflection concept
4. Empirical survey
methodology
5. Results
Reproduction of the social hierarchy
continues in the teaching profession
→ Leimstättner describes teachers as
actors in the field of school and thus
as jointly responsible for the
production and reproduction of the
inequality in this field (Leimstättner
2011, p. 86)

5. AAU.AT
Dissertation - Die Reflexion der Lehrkräfte bezogen auf den Habitus - Mag. Dr. Malte Hüsing 5
Subject of investigation
1. The habitus, the field
and the capital
2. Subject of
investigation
3. Theoretical
positioning of the
reflection concept
4. Empirical survey
methodology
5. Results The reflection of one's own habitus
→ not possible according to Bourdieu
→ Thesis has been subject of very controversial
discussion in scientific community
→ Celikates advocates action that is open to
reflection
only sociologists would be able to do this
Reflection of one's own habitus
possible through a change in
perspective
(Celikates 2006, p. 80-86.)

6. AAU.AT
Normative
reflection concept
of this study
Intersubjective
representation creates clarity
about the filters between the
researcher and his researched
reality.
Traceability through
intersubjectivity and
communicative validation are
important quality criteria of
qualitative research (Maier,
2018, p. 34) and cannot be
applied and considered too
little.
Dewey and Schön's concepts
have had a strong influence
on me in general as they have
had a strong influence on all
reflective concepts in
pedagogy.
With Kant, his first definition
of reflection influenced me, as
it questions whether ideas are
shaped by the respective
views of a person. This
questioning of the formative
background of a person's
views is an analysis or
reflection and thus flows into
my reflection concept.
The opportunities that offer
exchange and change in
perspective, this is
particularly evident in the new
ideas and concepts of the
modern age, which have been
made possible also by greatly
increased mobility.
The factor of independence in
the concepts of state
education in ancient Greece
and of Descartes.
Dissertation - Die Reflexion der Lehrkräfte bezogen auf den Habitus - Mag. Dr. Malte Hüsing 6

7. AAU.AT
Dissertation - Die Reflexion der Lehrkräfte bezogen auf den Habitus - Mag. Dr. Malte Hüsing 7
1. The habitus, the field
and the capital
2. Subject of
investigation
3. Theoretical
positioning of the
reflection concept
4. Empirical survey
methodology
5. Results
Elaborated definition of reflection competence of teachers
as a basis for operationalization (5 levels of depth of
reflection):
Theoretical positioning of the
reflection concept
Professional reflection by teachers
• takes place close to the actions of teachers.
• It is a critical assessment of old and new behaviors,
one's own habitus, one's own evaluations and
judgments, abilities, as well as school and regulatory
frameworks.
• This critical assessment can be performed as an
individual process and/or takes place with the inclusion
of other perspectives through a change in perspective
• and requires (almost always) exchange with students,
professional negotiation processes and discussions
among teachers and/or people who are qualified to do
so by their habitus.

8. AAU.AT
Dissertation - Die Reflexion der Lehrkräfte bezogen auf den Habitus - Mag. Dr. Malte Hüsing 8
1. The habitus, the field
and the capital
2. Subject of
investigation
3. Theoretical
positioning of the
reflection concept
4. Empirical survey
methodology
5. Results
Elaborated definition of reflection competence of
teachers as a basis for operationalization (5 levels of
depth of reflection):
Theoretical positioning of the
reflection concept
• Furthermore, the experience of the teacher in the field
of school and the previous knowledge as well as the
learned factual knowledge of the same are included in
this process.
• The aim of this process is to improve continuously the
professional skills of the teacher in order to eventual
achieve a continuous optimization of the teacher's
professional activities in a free and democratic society.

9. AAU.AT
Dissertation - Die Reflexion der Lehrkräfte bezogen auf den Habitus - Mag. Dr. Malte Hüsing 9
1. The habitus, the field
and the capital
2. Subject of
investigation
3. Theoretical
positioning of the
reflection concept
4. Empirical survey
methodology
5. Results
Theoretical positioning of the
reflection concept
Operationalization of
reflection:
Level 1 Factual description
Level 5 Professionalization
Level 4 Critical discourse
Level 2 Action-related justification
Level 3 Analytical abstraction

10. AAU.AT
Dissertation - Die Reflexion der Lehrkräfte bezogen auf den Habitus - Mag. Dr. Malte Hüsing 10
1. The habitus, the field
and the capital
2. Subject of
investigation
3. Theoretical
positioning of the
reflection concept
4. Empirical survey
methodology
5. Results • 15 semi-standardized interviews of participants
of PFL and ProFiL courses analysed with
Documentary Method
-> generating narratives and descriptions was
the goal
-> narrative form and description produce
storylines
• Important to note: No settlements in the
questions
-> risk of triggering expectations
Empirical survey methodology

11. AAU.AT
Dissertation - Die Reflexion der Lehrkräfte bezogen auf den Habitus - Mag. Dr. Malte Hüsing 11
1. The habitus, the field
and the capital
2. Subject of
investigation
3. Theoretical
positioning of the
reflection concept
4. Empirical survey
methodology
5. Results
Results
➢ Type I: "Teachers with a habitus from the middle class or higher
are not afraid to ask other teachers or higher authorities for help
or advice. Their reflection practice can mainly be assessed as
good to very good and better than the reflection practice of the
other examined teachers.”
➢ Type II: "Social climbers from the working class, and people with
characteristics of this class engage in less exchange for the
purpose of changing in perspectives with the family."
Identified types:

12. AAU.AT
Dissertation - Die Reflexion der Lehrkräfte bezogen auf den Habitus - Mag. Dr. Malte Hüsing 12
1. The habitus, the field
and the capital
2. Subject of
investigation
3. Theoretical
positioning of the
reflection concept
4. Empirical survey
methodology
5. Results
Results
➢ Type III deals with the insecurity of social climbers: "The
insecurity of a social climber can have an effect on the ability to
reflect. Various factors can increase this effect positively or
negatively." Positive factors are e.g. the presence of teachers in
the family or many years of professional experience, but a kind of
lone fighter in school can have a negative effect, e.g.
Identified types: