Search results for: Reflective practices
Page 1/5 44 items
Teaching and Learning with Others: Situated Encounters in Service Learning among Pre-Service Teachers
This ethnographic case study looks at the emerging teacher identities of pre-service teachers by examining their service learning experiences in a literacy programme for pre-school children from an urban poor community in the Philippines. Specifically, constructs of teacher’s roles, understandings of the goals of education, sense of self-efficacy, and identification to the teaching profession are explored from their situated encounters in a literacy programme. The relevance of reflection and mentoring during the teaching-learning process of service learning is likewise considered. Thematic analysis of observation notes, submitted portfolios, and interview transcripts revealed how pre-service teachers can learn more about themselves and their pivotal role in society particularly when their service learning is deliberately oriented towards social justice. Such findings on these situated encounters in service learning can provide valuable insights as to how a social justice approach to service learning is important to curriculum design and implementation of teacher education.
Updated: Jul. 28, 2021
Developing (as) Critically Reflective Practitioners: Linking Preservice Teacher and Teacher Educator Development
This article describes a U.S. based multi-year study focused on understanding how a critical reflective practice informs the identities and practices of two teacher educators and a group of preservice teachers. Using a self-study methodology, the authors have examined the processes and practices of their own identity development, alongside that of their preservice teachers. Using a framework as a tool for reflection, they posited a series of questions as a prompt for collaborative reflective writing. In their analysis of these written reflections, they discovered a process of becoming more reflective and expansive through writing, explicitly identifying the contextual factors at play in their personal development as educators. In addition, they found that this method of self-study became a space for transformational learning, where educators could share, be vulnerable, take risks but also care for one another in the process. The findings from this study highlight the importance of careful, critical reflection when supporting new educators.
Updated: Jul. 20, 2021
Analyzing Mentor Narratives of Reflective Practice: A Case for Supporting Adult Learning in Hungarian Initial Teacher Education
In this paper, the authors outline findings from a research project on mentor teachers’ conceptualizations and strategies of mentoring novice teachers for reflective practice. The study was conducted with the aim to explore the qualitatively different ways in which mentor teachers conceive of mentoring for reflective practice and also how they translate this into actual mentoring strategies. They interviewed 10 senior mentor teachers who are certified mentors at Hungarian primary and secondary schools. The transcripts were analyzed using a phenomenographic approach. Mentor teachers were found to oscillate between fragmented and cohesive conceptions of mentoring for teaching with varying levels of integrating the notion of reflective practice and addressing mentees as adult learners. Based on the results a structure of conceptualizations and strategies was created.
Updated: Jul. 14, 2021
Reflecting on Emotions During Teaching: Developing Affective-Reflective Skills in Novice Teachers Using a Novel Critical Moment Protocol
Affective-reflective skills are an integral component of classroom pedagogy, providing teachers with emotional understandings and confidence that can improve overall classroom performance. This article presents a case study of early career primary school teachers, showing how such affective-reflective skills can be developed through iterations of a purpose-designed collaborative protocol. Use of this novel protocol allowed teachers to examine their classroom practices via critical moment analysis of affective responses observed from lesson videos. Findings demonstrate how teachers’ use of this non-judgmental and self-evaluative protocol contributed to an emerging understanding of the relationship between their affective-reflective skills and teaching confidence. Findings support an argument for reframing teacher professional learning, from a focus largely on curriculum content and pedagogy, to a focus that includes the teacher’s emotional experience and its subsequent analysis, as part of the learned content that supports the growth of teacher confidence.
Updated: Jun. 24, 2021
Supporting Pre-Service Teachers in Becoming Reflective Practitioners Using Conversation and Professional Standards
A significant goal of teacher education is to support the development of reflective practitioners. This intention, however, is not easily achieved when after-the-fact recall and reporting are key features of pre-service teacher learning rather than critique and contemplation. This research reports on a small-scale pilot study evaluating a novel approach to help pre-service teachers develop reflective skills in order to both understand and address the requirements of the profession. The approach involved a set of Conversation Cards with a series of question-based prompts directly linked to the Australian Professional Standards for Teachers (APSTs) and designed to enhance reflective conversations. Focus group interview discussions unveiled the surprising ways in which the pre-service teachers used the question prompts, not only as tools for reflection but for planning lessons and preparing for professional discussions with mentors. This research provides insight into a creative and meaningful approach for integrating reflection, professional standards and classroom practice through professional experience.
Updated: Jun. 24, 2021
Collaboration is a key component of our practice as teachers and teacher educators and there is a need to develop generative models for collaboration among teacher educators. The authors have created and tested a model of collaboration. The model includes a collaborative overarching research project and, nested under this mantle, a series of focused research projects conducted by pairs of collaborators, international networking, and enactments of scholarship. A key element of the success of this model was the foundation of this research in arts-based inquiry. The model has enabled rapid and rich development of academic collaboration with flexibility to develop new practices and projects that benefits research and teaching.
Updated: Apr. 07, 2021
The use of virtual simulations in teacher education to develop pre-service teachers’ behaviour and classroom management skills: implications for reflective practice
The use of virtual simulations is increasingly seen as an opportunity to provide pre-service teachers with unique opportunities to experience examples of classroom life in a controlled and structured environment. With these benefits in mind, this paper explores the growing use of virtual simulations in pre-service teacher education and in particular their use in developing pre-service teachers’ behaviour and classroom management skills. It highlights issues that teacher educators need to be cognisant of in using them with student teachers, particularly the extent to which they cement existing stereotypes about pupil behaviour and the extent to which they subsequently limit rather than enhance opportunities for critical reflection.
Updated: Jan. 09, 2021
Reflecting on Others Before Reflecting on Self: Using Video Evidence to Guide Teacher Candidates’ Reflective Practices
A convergent parallel mixed methods study investigated the potential of one teacher preparation approach for promoting candidate reflection. Thirteen candidates participated in clinical field experiences and four corresponding seminar classes with guided video analysis activities. Candidates were systematically guided through focusing on others before focusing on self and explicitly learned about a reflection continuum using an instructional framework to build prerequisite skills and ultimately improve reflective abilities. Results of paired-sample t tests indicated candidates demonstrated significantly higher reflective ability scores over time as measured by a reflection checklist. Qualitative analysis of structured interviews revealed candidates felt activities were (a) a systematic approach to authentic growth, (b) a challenging approach to necessary self-confrontation, and (c) allowed for connections between self and other. Methodological triangulation was used to validate the findings. Implications for teacher preparation research and practice are discussed.
Updated: Oct. 26, 2020
Guided reflection procedure as a method to facilitate student teachers’ perception of their teaching to support the construction of practical knowledge
This study investigates meaningful events that student teachers identified from video recordings of their teaching practice that were used to improve their knowledge base. Data were collected from 21 student teachers at an Estonian university using a guided reflection procedure. Deductive qualitative content analysis was performed on meaningful events and student teacher reflections. Pearson’s chi-square test was used to compare the differences in types of practical knowledge that student teachers communicated when reflecting on meaningful events. Results indicate that video recordings facilitated the selection of meaningful events related to various aspects of teaching. Moreover, reflecting on empowering events advanced theoretical reasoning, while reflecting on challenging events advanced artefacts: i.e. knowledge that could guide student teacher actions in various teaching situations. Therefore, this study offers valuable insight into the kinds of knowledge student teachers construct in their teaching practice.
Updated: Oct. 23, 2020
Developing deep understanding of teacher education practice through accessing and responding to pre-service teacher engagement with their learning
In this research the authors examined the ways they accessed and responded to students’ engagement with a set of pedagogical principles of teacher education focused on meaningful physical education. The research was cross-cultural, taking place in universities in Country 1 and Country 2. Self-study of teacher education practice (S-STEP) methodology guided collection and analysis of the following data over one year: lesson planning and reflection documents, and critical friend and ‘meta-critical friend’ interactions. Findings indicate the value in teacher educators becoming more intentional and systematic in how they access student perspectives related to engagement with learning experiences of pedagogical innovations in pre-service teacher education, while also emphasizing the challenges in doing so. The concepts of reflection on- and in-action provided a framework for understanding how being more intentional about accessing student perspectives can be enacted in teacher education practice. The authors’ experiences demonstrate how focusing on student engagement can support the professional learning of teacher educators through enabling a deeper understanding of the challenges faced in being responsive to students’ engagement with their learning.
Updated: Jul. 26, 2020