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Teaching and learning through reflective practice: A practical guide for positive action, second edition
Abstract
Now in its second edition, Teaching and Learning through Reflective Practice is a practical guide to enable all those involved in educational activities to learn through the practices of reflection. The book highlights the power that those responsible for teaching and learning have to appraise, understand and positively transform their teaching. Seeing the teacher as a reflective learner, the book emphasises a strengths-based approach in which positivity, resilience, optimism and high performance can help invigorate teaching, enhance learning and allow the teacher to reach their full potential. This approach busts the myth that reflection on problems and deficits is the only way to better performance. The approach of this new edition is an 'appreciative' one. At its heart is the exploration and illustration of four reflective questions: What's working well?. What needs changing?. What are we learning?. Where do we go from here?. With examples drawn from UK primary teacher education, the book reveals how appreciative reflective conversations can be initiated and sustained. It also sets out a range of practical processes for amplifying success. This book will be a must have for undergraduate and PGCE students on initial teacher training programmes. It will also interest practising teachers, teacher educators and those on continuing professional development courses.
... In this study, the phenomenon of interest was students' experiences of engaging in group presentations for a course. The aim was to elucidate the processes, emotions, skills development, challenges, and suggestions for improvement associated with academic group presentations based on the learners' descriptive reflections (Ashwin et al., 2020;Ghaye, 2011). This required an interpretive analysis of the meanings embedded in the participants' narratives rather than only extracting predefined variables or testing hypotheses (Miles, Huberman, & Saldaña, 2020). ...
... The data comprised first-person 'reflective accounts' (Johns, 2013) written by students about their experiences of engaging in the group presentation task. Reflective writing helps participants describe and understand their personal experiences, emotions, challenges, and learning from an activity (Ghaye, 2011;Pollard & Collins, 2005). Guided reflection after an activity can help researchers gain deep insights into learners' thinking, actions/behaviours, and skill development (Yee, 2019). ...
... This guided structure facilitated participants to reflect holistically on the experience -describing events factually, articulating feelings, assessing positives and limitations, analysing reasons, deriving learnings, and planning future improvements (Ghaye, 2011;Pollard & Collins, 2005). ...
Group presentations are commonly used in higher education for developing transferable skills among students. However, the complexities of teamwork also lead to varied challenges. This study aimed to explore students' experiences of undertaking group presentations using a descriptive qualitative approach. Fifteen reflective accounts of graduate students about a team presentation task were analysed using framework analysis. The findings revealed four major themes-preparation, emotional experiences, perceived learning outcomes, and recommendations. Preparation involved dividing work, planning meetings, and gathering content. Emotions like nervousness, excitement, and frustration were experienced at different phases. Key learning outcomes were presentation skills, research abilities, and appreciating diversity, but time management needed improvement. Better planning, role clarity, and anxiety management were suggested for future presentations. The findings largely resonate with existing literature while also providing contextual insights into the real-world experiences of learners. Results can inform instructional design and learning support for enhancing team-based presentation competencies.
... What does reflective practice in practice mean? Ghaye (2011) explained that reflective practice helps in understanding the link between what is done (which can be called practice) and how effectiveness might be improved (by developing practice). For example, reflective practice facilitates understanding of the importance of high quality work, and providing of ideas and options for developing such work. ...
... c. "Reflective practice is an exploratory, purposeful, creative pursuit for better knowledge and understanding." (Ghaye, 2011). Reflective practice, if achieved, can have a positive impact in making a decision about how to utilize effectively the new knowledge and understanding. ...
... It is focused on the improvement of one's professional practice, it is a continuous cycle of monitoring, evaluating and revisiting practice, and it is a disciplined way of pursuing for new knowledge and understanding of one's practice. Ghaye (2011) however, espoused the idea that reflective practice can be used to build positivity and strength. ...
... Learning phases start from reflection-before-action when teachers prepare and think about the plans of their teaching actions in the classroom. This process is followed by 'reflection-in-action' and 'reflection-on-action' (Schön, 1989), then 'reflection-foraction' and 'reflection-with-action' (Ghaye, 2010). The reflection-in-action phase focuses on learning activities such as reflecting, responding and deciding the acts during teaching practices. ...
... The reflection-in-action phase focuses on learning activities such as reflecting, responding and deciding the acts during teaching practices. Ghaye (2010) called this phase an "improvisation" (p. 5) phase, because teachers should be able to be creative and become risk takers during teaching practices. The third phase is reflection-on-action, which addresses incidences, problems and issues that occur during the previous teaching practices. ...
... In the reflection-for-action phase, teachers make plans and choose different strategies for following teaching practices. This is regarded as the anticipatory phase (Ghaye, 2010). The last phase is reflection-with-action, where teachers consciously act and think about how to develop their understanding and skills of teaching for future teaching practices. ...
Mentoring is a form of significant professional support for novice teachers’ teaching expertise. This study aimed to explore the effectiveness of a school-based mentoring program for novice teachers in ‘Permata Hati’ secondary school in Indonesia. A qualitative case study research design was employed to identify the impact of the mentoring program’s effectiveness and investigate the complexities in terms of its implementation in relation to the pedagogy, institution and culture of the school community. The factors that contributed to the success were examined. Semi-structured interviews, focus group interviews and document reviews were used to collect rich data on the mentoring experience from seven pairs of mentors and mentees who participated in the study.
The findings revealed that for both groups, mentors and mentees, the mentoring experience was mixed. However, they reported that generally they had gained professional expertise and personal confidence from the experience. With the competences gained, they felt they could promote a positive learning culture in their school. The factors that influenced the success of the mentoring program were the mentors’ and mentees’ professional and personal qualities, the peer learning support provided, mentoring preparation and support strategies. Other elements that resulted in a positive experience for both mentors and mentees were supportive relationships, interpersonal interactions, reflective practices and the collaborative learning generated by the teaching observation sessions. A variety of barriers appeared to inhibit the success of the program, such as the mentors’ and/or mentees’ poor professional and interpersonal skills, lack of personal commitment, inadequate mentoring support and resources, and time constraints. What was evident from the data was that Javanese cultural values worked in contradictory ways. On one hand, the Javanese values assisted the teachers to cope with mentoring issues and challenges. On the other hand, the values impeded their positive learning interactions, communication and supportive mentoring relationships.
The findings in this study are noteworthy, as they offer new insights and strategies for creating more-effective mentoring programs in the future and modifying the model used in this study. The findings will be useful for educational stakeholders in Indonesia who are responsible for making policies and designing professional development programs in schools and other educational institutions. The findings may also contribute to mentoring and professional development programs and studies in Indonesia and other countries with a similar cultural and educational context.
... This implies that reflective practice helps instructors to widen their English language pedagogical, as well as content knowledge to foster students' learning [8] having enhanced their engagement in learning process [9,10]. Through reflective activities and process, the teachers are able to accomplish their teaching job [11,12] identifying best assumptions which support them to frame their judgments and actions taken while planning, teaching, and postteaching phases [11] making use of innovative approaches to support students' learning [13]. ...
... That is, teachers are required to make use of reflective practice to reflect-in-action (taking actions/making immediate adjustments as the events unfold on the spot/at the moment while teaching learning is being carried out) and reflect-onaction (looking back on the past occurrences and learning from experience with the purpose of revising their practice/ teaching plan for future action) [3,14]. Thus, English language instructors are expected to be more reflective being flexible and creative in the course of planning teaching, managing classroom, and delivering the lesson considering students' prior knowledge, motivation, and time needed to learn the lesson [10,15]. This generally indicates that teachers are determined to consider themselves as less transmitters of expert knowledge and more as facilitators of critical learning and transformation. ...
This study aimed at examining how university English language instructors perceive reflection in teaching and the extent to which their perceptions were realized in reflective teaching. Adopting a convergent case study method, the study was conducted utilizing both qualitative and quantitative data sources. Quantitative data were elicited using a questionnaire from 41 English language instructors selected from Wachemo University through comprehensive sampling, and qualitative data were collected using interviews, observation, and reflective journal writing from four instructors taken through convenience sampling among the surveyed instructors on the basis of their willingness to participate. The interview data were transcribed and analyzed applying various stages of coding employing software called Open Code 4. Content analysis was applied to analyze reflective journal entry data. The quantitative data were analyzed using descriptive statistics applying SPSS version 24. The results revealed that the surveyed instructors have good theoretical understanding on the basic concepts of reflection in teaching. However, classroom observation and journal entry data affirmed that there existed a gap between instructors’ theoretical understanding and their application of reflective teaching. The study divulged that the instructors were found at a lower level of reflectivity regardless of the superficial understanding they hold about reflective practice.
... However, not all experiences educate. Experiences should encompass two key elements for learning to happen (Ghaye, 2011). The first is continuity which involves teachers' ability to connect aspects of the new experience to modify or improve their previous knowledge. ...
... It must be noted that reflective moment is triggered when teachers face discomfort or difficulty in their teaching (Dewey, 1933). Reflective practitioners can be described as good observers since they not only observe what went wrong in their teaching but also observe positive aspects of the teaching practices (Ghaye, 2011). ...
This study aimed to investigate the perceptions of male and female English as a Foreign Language (EFL) teachers regarding using reflective practice as a professional development tool and the obstacles that hinder them from adopting reflective practice. To achieve this, a quantitative approach was employed to collect data. A questionnaire with a study sample of 73 teachers was utilized as a research instrument. The findings showed that EFL teachers have positive perceptions towards reflective practice in general and that they believe it is a helpful tool to enhance their professional development. However, it was evident from the data that teachers rarely implemented the reflective tools such as reflective journal, lesson reports, and peer observation. Female EFL teachers were found to be more involved in reflective practice than male teachers. The results also revealed that the biggest obstacle that hinder EFL teachers from utilizing reflective practice was related to the institution fixed policies. Based on these findings, this study provides some implications and recommendation that will hopefully foster Saudi EFL teachers understanding and use of reflective practice.
... Of important characteristics of reflective teachers, as described by Dewey (1933), are open-mindedness (being open to different views), responsibility (being responsible for their action, being aware of the reverberations of any course of action taken in the practice setting, wholeheartedness (being eager and enthusiastic). According to Ghaye (2011), reflective teachers are characterized by good observation, selfawareness, and self-critique; they observe with "intense concentration in order to come to know what is going on in the (inter) actions or encounters in front of them and in which they are immersed" (p. 9). ...
... As acknowledged by the humanistic approach to learning, both affective and cognitive domains should be taken into account in learning (Rogers, 1983). Reflective teachers are characterized by good observation, self-awareness, and self-critique (Ghaye, 2011). As noted by Akbari (2007) and Farrell (2007), reflection emancipates teachers from impulsive and routine behaviors, enabling them to construct and deconstruct their daily experiences in a manner that results in consciousness raising and deeper understanding about teaching. ...
Given the importance of reflective practice in education, little research has been done to investigate how EFL teachers and EFL learners perceive reflective teaching. Since reflection calls for disclosing the underlying views, understandings, and beliefs behind actions on the part of teachers, it is expected that the teachers can provide some deeper insights into reflective teaching employed in their classroom (Richards & Lockhart, 1996). The study was undertaken in light of current psychometric thinking about how a new instrument should be validated. The aim of the current research was to construct and validate an instrument measuring EFL teachers’ perceptions of reflective teaching. Through inquiry in the review of the related literature and interview with EFL teachers and EFL learners, a reflective teaching perception questionnaire was constructed in a five-point Likert scale format. In order to establish the construct validity of the new questionnaire, it underwent factor analysis with a sample of 200 EFL teachers and 100 EFL learners. The piloting and testing of the tentative scale through exploratory and confirmatory data analyses reduced the instrument to an 8-factor model with 37 items. By means of Cronbach’s alpha, the reliability of the instrument was obtained to be 0.916. The results of factor analyses yielded the dimensions of technicality, criticality, inquiry, creativity, teacher’s characteristics, learner’s factors, advantages of reflective teaching, and obstacles to reflective teaching. The study provides some applications of this instrument in the context of language teaching as well.
... Teaching and reflection are practices that need regular revision (Pearson, 2012) and for this reason both are considered to go hand in hand. These statements make a sense that reflection play a vital role in teachers' efficiency, and to improve student performance (Alger, 2006;Pearson, 2012) This views of teachers calling for a continually reflective approach to their profession, to renew their teaching styles constantly (Ghaye, 2011). The changing needs and tasks placed on teachers require them to be reflective in order to respond properly to their varying positions (Killen, 2007). ...
... In the day-to-day work, being mentalized by a supervisor builds a foundation of trust and safety. This can help a clinician feel safe enough to process and regulate strong emotions and regain their own ability to mentalize the individual they are working with (Dubé & Ducharme, 2015;Ghaye, 2010;Heffron & Murch, 2010;Tomlin et al., 2016;Varghese et al., 2018). Our belief is that having this foundation in supervision sets in motion a mentalizing chain effect that will ultimately reach the client and possibly the parent (Midgley et al., 2017). ...
In the last two decades there has been significant growth in the use of
mentalization theory to conceptualize and organize the therapeutic
practice of clinicians working with complex and multi-stressed families.
In this paper we describe the supervisory use of the Family Cycle –
a clinical activity designed to promote mentalizing in parents and
children participating in an intensive home visiting program aimed at
avoiding child/adolescent psychiatric hospitalization. We describe the
Family Cycle in the supervisory context as a structure that facilitates
fostering safety and regulation in the supervisory relationship, all in the
service of mentalizing the experience of the families in therapy. We
highlight barriers to working effectively with mentalization-based tech-
niques and emphasize how supervisors can effectively model the men-
talizing stance through interactions with clinicians. We end with
a supervisory vignette illustrating concretely how one would go about
applying this technique to supervision.
... The statistically significant positive correlation of all the dimensions of reflective practice with the variable level of teachers' education was in line with our expectations and the results obtained in previous research (e.g. Ghaye, 2011) regarding the fact that the majority of the respondents had a university education (i.e. master's degree). ...
This research is focused on the necessity to determine the impact of reflective practice on the quality of teaching conducted by means of various network platforms since the beginning of the Covid-19 pandemic. The aim of this research was to examine teachers’ attitudes towards the applicative potentials of reflective practice considering the improvement of online teaching and learning. These attitudes were studied by means of the empirical method, i.e. the quantitative research method and the scaling technique. The sample comprised Serbian primary school teachers and was voluntary. The results of the research showed that teachers’ reflective practice influenced the quality of online teaching during the pandemic. The findings proved that the influence of reflective practice on the quality of online teaching was recognized by primary school teachers, but that it was not applied consistently and accordingly by all teachers. The obtained results confirmed that for the reflective practice to become an inherent attribute of contemporary teachers, it would be necessary that it be acquired both as part of teachers’ university education and their continuous professional training. There has been little research on reflective practice and its impact on the quality of teaching. Therefore, this study contributes to a further understanding of the reflective practice aspects that directly influence online teaching within the framework of the Serbian educational system. Keywords: contemporary teacher, Covid-19 pandemic, quality of online teaching, reflective practice
... It may also be that they themselves experienced the value of these dance-at-home activities as they dealt with emotional challenges during the pandemic. Or it might have been because students had the option to reflect on each experience, which may have invoked a deeper understanding of their experience (Ghaye 2011). ...
In 2020, the Covid-19 pandemic struck South Africa and the dance education course for pre-service student teachers had to be re-imagined for distance learning. Globally, many dance educators moved to synchronous online learning platforms, but in South Africa most students struggled with internet access, data, devices and the lack of appropriate physical space to work synchronously. Hence, I designed an asynchronous teaching method that facilitated dance experiences to my vastly diverse students, at home. Students were provided with instructions for dance-making activities that they could do either by themselves or with their family members. For this course, they had to provide evidence of participation in these activities by means of video recordings, photos or writing a short reflection. Pedagogically, this new method of teaching dance education is unique, since students participated in the dance asynchronously and in isolation, rather than the usual synchronous participation in community with their peers. This course however encouraged participants to involve their family members in the dance, which unlike other dance education methods, o ered opportunities to share the actual dance experiences with family members, bringing the dance into the home and community environments. This enabled students to have autonomy over their own dance experiences to choose not only how they wanted to create each dance, but also, which dance vocabulary they wanted to explore and Critical reflections on professional learning during Covid-19:Context, practice and change 321 develop. Students could thus choose how they wanted to express themselves without the usual confinement of required stylistic criteria. From these movement expressions emerged an organic decolonised approach to both experiencing and teaching dance. Moreover, these dance experiences seemed to build connection in times of isolation and facilitate experiences of healing in times of trauma. This paper reflects on this surprisingly e ective new dance teaching praxis which emerged from distance education.
... The studies on modern education problems prioritize the search for ways to improve learning processes and educational innovations which are meant to increase the quality of present-day medical education under pandemic conditions (Dincer and Inangil, 2021). The increase in the education level is also connected to the performance of blended learning and the activation of various types of memory, attention, and emotions (Ghaye, 2010;Riva et al., 2021) and using effective conditions for learning with different devices (Liu and Wang, 2021). ...
This study examines the mechanisms and expertise of color-based method implementation in a present-day academic process and different forms of learning. This study aimed to identify the effectiveness of color education in the study of the humanities (history of Ukraine) for medical students. The research methodology included structural and logical methods, questionnaire methods, observations, and descriptive and statistical methods. The research results include an identified system of effective parameters, forms, and techniques of color education used in the academic process as well as its impact on the quality of education services provided under blended learning conditions. The color-coding culture parameter color-coding culture of important text segments ranked first among the seven techniques to activate mental activity and memory retention intensification. Color coding has become medical students' most effective method of remembering information. Color-based methods in the teaching of humanities are an effective method for improving the quality of students' learning and allow for better memorization of learning materials, especially in distance learning environments. Prospects for introducing pedagogical innovations in higher education include improving and developing educational materials using color effects to improve student perceptions. The research can be applied to the educational process for students of various specialties and the study of different disciplines.
... Observation of a coach developer forum Cushion, Griffiths, and Armour 2018;Ghaye 2010;Gibbs 1988;Kuklick, Gearity, and Thompson 2015;Lyle and Cushion 2017;Mezirow 1998;Moon 2004; inter alia) we were able to further construct our analytic notes to explicate and form three categories (types of thinking, reflection content, emptiness/complexity). These categories were highlighted as significant in contributing an understanding of reflection. . ...
Introduction
Reflection is established as important in coaching and coach development, however, no research has developed an illustrative device depicting an understanding of reflection in coaching. Instead, the concept remains poorly defined, understood, practiced and supported by coaches and coach developers. The purpose of this research was to therefore produce a device to support coaches’ thinking – their reflective practice.
Methods
Data were collected over a two-year period during a high-performance coach education programme delivered by a National Sports Organisation. Using an ethnographic framework, methods included participant observation of eight three-day coach education workshops, and interviews conducted at the start and end of the programme with high-performance coaches (n = 11) and coach developers (n = 12).
Findings and Analysis
Based on the principles of grounded theory, analysis led to the production of a heuristic device that captures an understanding of reflection across two axes: types of thinking and reflection content.
Conclusion
On positioning the coaches’ reflective practice data within the heuristic, opportunities for assessment and intervention to develop reflection in high-performance coach education are presented and discussed.
... Following the principles of instructional design, this project provided an opportunity for language teachers to reflect on their own practice (Ghaye 2011;Schön 1983;Wallace 1991) in order to assess their learning needs and to engage with networked collaborative exchanges in which critical feedback and active learning informed the pedagogical discussion that define OEPs and the creation and repurposing of open educational resources (OER) (Gruszczynska 2012). The study analyses the findings of the project in terms of inclusive language teaching and its impact on teacher practice from the participants' perspective. ...
This paper analyses teachers' engagement with collaborative and open educational practices to develop their pedagogical expertise in the field of modern language (ML) learning and specific learning difficulties (SpLD). The study analyses the findings of a staff development initiative at the Department of Languages, Open University, UK, in 2013, that aimed to support language teachers in distance learning to develop a better understanding of key issues in relation to MLs and adult learners with SpLD and dyslexia in particular. It discusses the motivational benefits of online collaboration for teachers' professional development and explains the implications of using a range of network-based tools to facilitate the construction of active shared learning and the joint production of open-access learning resources aimed at supporting adult language learners with SpLD in distance learning settings.
... Reflective practice is viewed as a key competence to respond to changing developments of the music profession and a navigation of the social and personal complexities this entails (Kruse-Weber & Hadji, 2020). Since Schön's (1983) conceptualization of reflective practice, scholars have generally agreed that reflection can be seen as constitutive for professional action and personal growth (Brandenburg et al., 2017;Ghaye, 2011;Kolb & Fry, 1975;Korthagen & Vasalos, 2009). To be effective, however, reflection has to be given space, prepared for, and learned. ...
Meet4Music (M4M) is a low-threshold community music program based at the University of Music and Performing Arts Graz, Austria, offering free participatory sessions to people from all social and cultural backgrounds, including students. The program allows attendees to experience an emerging field of music pedagogy and approach current challenges of migration and cultural diversity from an artistic perspective. The purpose of this study was to explore how students considered and reflected on their M4M experiences. Research questions included the following: (1) How did students consider the experience of making music in a heterogeneous ensemble, and what meanings might they have made from it? And, (2) What aspects of M4M may have contributed to artistic and interpersonal enrichment, and in what ways? We examined meanings developed across the various practices involved in this artistic initiative, with a specific focus on the students’ experiences. To do so, qualitative data based on their written reflections are presented, analyzed, and discussed. Findings include attributions for M4M and personal impact. Themes center on a holistic understanding of the musical community of the program and students’ reflexive and responsive attitudes. Implications include refining notions of artistic citizenship and recommendations for higher music education.
... In reflective teaching, it is important to know that a kind word, a remark, a tension-breaking or inappropriate joke can make learners insecure or be engaged in the learning process. One of the fundamental purposes of learning through reflection is to improve the quality of teaching and learning, and to understand the role of personal and professional values as well as to afford educators a sense of professional identity by creating an environment of confidence and motivation (Ghaye, 2011). ...
Effective mentoring in professional development requires planned and mindful attention to activities that can improve a person’s professional knowledge, skills, and experience. It is important for professionals to use their knowledge as a resource to mentor new professionals (Dana & Yendol- Hoppey, 2007). Mentoring, coaching, and reflective practice can be used as tools to revolutionize professional development and to teach reflective practice to adult learners in formal and informal educational spaces. Inasmuch, reflective teaching in professional development can provide contextual understanding on educational leadership and governance in formal and informal spaces. Sherwood and Horton- Deutsch (2012) explained that reflection in the learning process considers the learner by focusing on the learner’s professional development capacity as well as encourages the learner to ask critical questions that can lead to improvements in professional quality. Professional development must be approached with the intention to learn and improve upon professional competencies. The process of learning and teaching in any capacity in professional development is to create a culture of belongingness where all learners can learn and become a part of their own journey in education (McEntee, 2003). The purpose of this article is to focus on reflective practice, mentoring. and self-renewal in professional development. The author employs a meta-analysis on empirical knowledge to convey the importance of reflective practice, mentoring, and self-renewal in professional development. This article can be used as a resource, teaching guide, and training material in formal and informal learning spaces with the intention of providing professional development education.
Keywords: Mentoring, Reflective Practice, Professional Self Renewal, https://orcid.org/0000-0001-8444-8619
... Reflection helps the mentor to re-evaluate their own assumptions and practices, review their perceptions, and reassess the training needs and capabilities of the mentees. It is a response to experience (Bud, Keogh & Walker, 2002: 18) which involves events occurring during action (reflection-in-action), the review of experiences after action (reflection-on-action), and thoughts about planned actions (reflection-for-action) (Schon, 1987;Zhu, 2011;Ghaye, 2011). ...
Interest in mentoring, which is an innovative method in adult education (CEDEFOP, 2013), has been growing rapidly in Europe, especially since the Lisbon European Council in 2000. In Greece, this interest has found expression either through the development of educational material in the context of adult educator training programmes, or the investigation of the mentoring needs of adult learners (Koutsoukos, 2021). In spite of the obvious fact that the mentor plays a key role in ensuring that the mentoring process is constructive and successful, there has been little research to date on the attributes of an effective mentor in adult education. The present study, using multimethod research, examined the perceptions of 337 Greek adult educators as to what characteristics constitute an effective mentor, as well as the role and the selection criteria of a successful mentor. The findings indicated that the key qualities of an effective mentor were: having sufficient training in adult education and mentoring, teaching, communication and relational skills, as well as having a positive attitude to lifelong learning and a willingness to innovate. In addition, the role of an effective mentor was perceived by the study participants as being a trainer, a model teacher, as well as an equal partner.
... (Finlay, 2008;Ghaye, 2010;Fatih, 2015) เนื ่ องจาก การศึ กษาซึ ่ งเป็ นกระบวนการในการปรั บระบบ ปรั บเปลี ่ ยนโครงสร้ างความรู ้ อย่ าง ต่ อเนื ่ องอั นเป็ นผลมาจากการเปลี ่ ยนแปลงมวลประสบการณ์ โดยประสบการณ์ นั ้ นจะ สามารถใช้ เพื ่ อเรี ยนรู ้ และสะท้ อนออกมาเพื ่ อพั ฒนาตนเอง (Dewey, 1938) นอกจากนี ้ ทฤษฎี การเรี ยนรู ้ จากประสบการณ์ ของ Kolb (1984) ...
... One thing is a question. It is important to know the difference between a deficit-based question (e.g., what went wrong) and a strengths-based question (e.g., what went well?)" ..." [8] According to Moon J. 2005 one of the definitions of reflection is: "Reflection is a form of mental processing that we use to fulfil a purpose or to achieve some anticipated outcome. It is applied to gain a better understanding of relatively complicated or unstructured ideas and is largely based on the reprocessing of knowledge, understanding and possibly, emotions that we already possess". ...
... For instance, pre-service or in-service teachers reflect on situations such as how they use their activities in the classroom, whether they can use the teaching methods effectively and whether they are good at classroom management. Reflection for action (planning what you are going to do) is teachers' thinking about how to plan the next lesson based on the experiences that they gained from the reflection in action and reflection on action (Alp & Şahin-Taşkın, 2008;Ghaye, 2011) such as reflecting on the strategies and methods that will be used in the next lesson, what kind of activities will be used, which assessment approach will be adopted, and which assessment tools will be administered, among many others. ...
This case study attempts to explore the impact of the reflective practices (reflection in, on, and for action) on pre-service science teachers’ (PSTs’) classroom teaching practices. To this end, ten PSTs majoring in Science Teacher Education Program participated in this study. In the study, the author designed a classroom teaching practice process based on reflective practices. This process was carried out during the teaching practicum course with the pre-service teachers participating in the research. At the beginning and end of the study, classroom observations, field notes, classroom observation instruments, teaching video records, and lesson plans were used as data collection tools in determining PSTs' classroom teaching practices. The qualitative and quantitative results of this study indicated that there was a significant change in favor of post-classroom practice results between PSTs' pre- and post-classroom teaching practices. Given these results, the classroom practice process based on the reflective practices carried out in the research plays an important role in the development of PSTs' classroom teaching practices.
... Reflective teaching has several characteristics that need to be observed closely by the teacher. First, reflective thinking is organized and regular (Soodmand & Farahani, 2018) as it is based on a "systematic and protracted inquiry" (Dewey, 2010, p.23); second, reflective practice follows a consecutive as well as a cyclical pattern of thought and action (Afshar and Farahani, 2017; Barnard & Ryan, 2017;Larrivee, 2000;Loughran, 1996); third, reflective thought is flexible and involves no fixed practices or inertia (Ghaye, 2011) in developing one's knowledge or complementing it with experiential knowledge. Accordingly, reflective practice generates a new form of knowledge which is the result of an inquiry or framing the issue, experimentation and reframing the issue (Schon, 1983;Zeichner & Liston, 2014), planning, and implementation. ...
One of the noticeable changes in the tertiary education scene is the continuous quest for quality-driven teaching and learning that prepares students for the demanding employment market. At the heart of this increasingly transformative process is competitiveness. This shifting view has made teaching a multi-faceted and dynamic process that calls upon teachers to adjust their teaching and align their pedagogical practices and decisions to emerging circumstances and challenges. Online learning has become the ‘new normal’ formula in language classes across the Sultanate of Oman due to the COVID-19 Pandemic. This paper reports (N=49) teachers’ perceived reflection and adjustment in online classes and the various strategies they adopted in higher education institutions (HEIs) in Oman. Data were collected from the responses of the participants to a semi-structured online survey. Data analysis showed that most teachers practiced reflection on action and for action more frequently while demonstrating lower awareness of reflection in action. The paper also draws on the significance of the spaces created by online teaching for reflection-driven action research to inform effective teaching for better learning experiences.
... Reflective teaching is a process of self-evaluation by collecting and evaluating information about what happens in the classroom. Ghaye (2011) states that the most distinctive feature of these very good teachers are that their practice is the result of careful reflection. They learn lessons each time they teach, evaluating what they do and using these self-critical evaluations to adjust what they do next time. ...
The purpose of this research was to examine the reflective practice skills and attitudes that were used by EFL teachers in their professional learning. This study followed a convergent parallel mixed-methods research design. The qualitative data was analyzed first by locating the practice indicators to assess reflective practice. Six indicators were in the teachers’ narratives. Next, both data strands were merged to be discussed together, and three themes were generated from the views of the teachers that were related to some of the reflective teaching skills and attitudes covered in the survey scale. The quantitative data findings showed that EFL in-service teachers believed they often used a considerable number of reflective teaching skills and attitudes during the learning-teaching process. In the qualitative data findings, the teachers’ narratives indicated that they were not engaged in reflective teaching at all, and they held the attitudes of pre-reflection level. This study implies that teacher education and training programs should be budgeted to offer training for teacher educators, mentors, and school principals and provide support for secondary schools. In addition, the professional development staff should provide in-service teachers with professional training about reflective practice and work with the school leaders to produce a culture of inquiry in their schools. The study suggests teachers must give more attention to practical, continued, and open-ended learning engagements that will facilitate reflective learning practices that are very useful for coping with the dynamic and complex nature of the teaching profession.
... This study has implications for field experiences in teacher preparation programs. Feedback after classroom observations can contribute to PTs negotiating the development of their teaching practice as they reflect in practice (Ghaye, 2011;Sch€ on, 1987) with the assistance of a coach. Further, teacher preparation programs can benefit from adopting a coaching approach that supports PTs' enactment and appropriation of instructional strategies. ...
This study explores the ways in which onsite coaching during classroom observations, and dialogic feedback in debriefing sessions, supported prospective teachers’ enactment and appropriation of instructional strategies in their field placements.
In this study onsite coaching provided a real-life representation of practice in the context of prospective teachers developing their teaching practice.
Dialogic feedback through questioning fostered reflective dialogue and made salient and visible aspects of teaching that are sometimes overlooked by prospective teachers. Questioning also allowed prospective teachers to reflect on areas of improvement and work toward a plan to overcome difficulties they encountered in their teaching.
... In addition, many school principals refuse to accept student teachers because of their poor performance (Geopolicity, 2009). Ghaye (2010) further added that knowing effective instructional methods allows student teachers to become active participants in the educational process. It takes them through specific sequential steps of the teaching process. ...
The interest in pre-service teacher training has become influential in teaching English as a foreign language, and the purpose of this training course is to prepare qualified teachers to teach effectively through the application of this technique by undergraduate students. This research aims to find out the effect of using the seven principles of good practice as a teaching technique on the fourth stage student-teachers’ performance at the College of Education for Women/University of Baghdad, during the academic year 2017-2018. The sample includes (60) students selected according to the stratified sampling method. The observational checklist used by the department to assess the student teachers’ performance during the practicum period is used as a study instrument. This quantitative study used the quasi-experimental design of two independent samples, experimental control groups and the control group trained traditionally. The former group is designed to verify the hypothesis that states, “there is no statistically significant difference between the mean scores of the experimental group trained by seven principles of good practice and that of the control group trained traditionally in their teaching performance”. The study has concluded that the hypothesis is rejected according to the result of the T-test of two independent samples. Accordingly, the researcher recommends the university administration to use new techniques in learning and overcoming the difficulties that the student teachers face and the shortcoming encountered during the educational process.
... By the 1980s, reflective practice has firmly established itself within the field of education with terms such as reflection and reflective practice becoming almost mandatory in (language) teacher education (Farrell, 2012;Mann & Walsh, 2013). As a result, a plethora of definitions and conceptualisations of reflective practice now exists with the process of reflection taking many forms ranging from reflective journal writing, through internal self-reflection, to dialogue (Akbari, 2007;Farr & Farrell, 2017;Farr & Riordan, 2015;Farrell, 2016;Ghaye, 2011;Hatton & Smith, 1995;Jay & Johnson, 2002;Mann & Walsh, 2013;Mann & Walsh, 2017;Tarrant, 2013;Zeichner & Liston, 2014;Zwozdiak-Myers, 2012). Mann and Walsh (2013) argue that current practices around reflection still favour written modes and focus predominantly on the individual, despite many commentators advocating more collaborative modes since "there are limits to learning alone" (Ghaye, 2011:44). ...
This book offers a detailed account of how a mixed methods approach, combining corpus linguistics and discourse analysis, can shed light on educational practice. The book is based on a 22,000-word corpus of mathematics lessons in a multicultural secondary school in Ireland with the analysis of classroom data supported by insights from reflective meetings with the participating teacher. It demonstrates how examination of video recordings of lessons and reflective conversations facilitate discursive changes in the classroom and increase teacher awareness of classroom interaction.
... It builds on previous work in the field that sees reflective practice as ongoing and 'more a matter of art or craft than science' (Thompson & Pascal, 2012, p. 313). Along with exploring how teachers use diaries/journals to document their professional lives (including Kelly, 2019;Dyment & O'Connell, 2014), many in this field have written about the benefits of a creative approach to reflective practice, seeing it through the lens of teaching and learning (Barton & Ryan, 2014;Dewey, 1933;Ghaye, 2011;Nelson, 2006;Schön, 1992). However, this discussion is equally applicable to teacher wellbeing because 'being a teacher is only one part of a person, one piece of a larger unfolding life' (Clandinin et al, 2015, p. 13 in Beijaard & Meijer, 2019. ...
This article uses the outcome of a small-scale research project – the ‘Diary Toolkit’ (DT) – to explore the creative process of crafting a multimodal, sensory diary as a positive tool for teacher wellbeing. In an educational climate facing the repercussions of the COVID-19 pandemic, the DT offered an epiphanic space for teachers in England, helping them navigate their way through this highly emotional and anxious time. Indeed, against the backdrop of COVID, a hidden pandemic has arisen: a decline in teachers’ mental health and wellbeing.
The article situates the DT within the field of reflective practice as a creative approach, arguing that in addition to supporting teaching and learning, it can also help teacher wellbeing. To demonstrate this, some key findings from the ‘Reimagining the Diary’ (2018) project are used, focusing, in particular, on those around choice/creativity, and structure/parameters. The article concludes by stating that the creative process of crafting a sensory and multimodal diary gives teachers the healing and nurturing space currently needed, as well as an opportunity to represent their wellbeing in multiple ways so that they can flourish inside and outside the classroom.
... Systematic reflection of teaching situations is a precondition for teachers' professional development (Ghaye, 2011;Mathew et al., 2017). In relation to their job, teachers should perform multiple types of reflection based on which their pedagogic and didactic The importance of professional reflection lies in the fact that it allows teachers to look at their teaching realistically, thus preventing burnout syndrome. ...
The presented study analyses the relationship between the frequency with which teachers reflect on their work and their burnout syndrome risk levels. The research sample consisted of 390 teachers working at secondary schools in Slovakia. Two types of scales were used to collect data. The first scale related to the frequency of professional reflection and its types which was created by the author. The second scale, authored by Maslach and Jackson (1986), aims to identify the burnout syndrome risk level in teachers. The Slovak translation was used (Petlák & Baranovská, 2016). To identify the construct validity of the scale mapping the frequency of professional reflection in teachers, exploratory factor analysis was used. To determine the construct validity of the burnout syndrome risk scale, confirmatory factor analysis was chosen. In dimensions pertaining to both instruments, Cronbach's alpha indicated a satisfying level of reliability (0.59-0.89 and 0.72-0.89 respectively). The assumed statistically significant relationship between teachers' professional reflection and the burnout syndrome risk level was disproved. However, a statistically significant positive correlation was proved between the frequency of meta-cognitive reflection and the dimension of emotional exhaustion and personal accomplishment, and between the frequency of critical, cognitive and practical reflection and the dimension of personal accomplishment. An indirect dependence was identified between the frequency of consulting reflection and the dimension of depersonalisation. In all cases, the dependences were weak.
Students taking higher education humanities courses value hard skills to succeed post-graduation. The author, who serves as both managing editor and faculty advisor to Howard University's literary arts journal ‘The Amistad,' models how this can be achieved through the Experiential Learning Theory (ELT). By relating the core principles of ELT (concrete learning, reflective observation, abstract conceptualization, and active experimentation) to a creative writing course that workshops student writing and produces a literary arts journal, the author provides an analytical template for other HBCUs courses to follow or expand upon. The chapter also unpacks the importance of reworking the creative writing workshop to one more in-line with HBCU demographics and a stronger assessment on the choices which govern student's creative writing process(es). This chapter's purpose is not to persuade but help interested creative writing instructors start or consider ways to assist young Black writers, publish more diverse authors, and provide marketable skills to students.
Reflective practice is an essential aspect of the professional development of all health professions educators, with the intention to enhance both learning and teaching. This Guide presents an overview of reflective practice for educators and provides a practical and developmental reflective practice approach for health professions educators. The importance of structured thinking frameworks to stimulate greater understanding of both learning and teaching situations is highlighted. Medical Educator Reflective Practice Sets (MERPS) is an innovative approach for enhancing learning and teaching in health professions education that integrates lesson study and action learning. The key features of the approach are participation in three collaborative sessions, the use of structured thinking frameworks, and solution-focussed teaching in response to the identified problem. The MERPS approach is flexible and can be adapted for implementation across the continuum of health professions education, from undergraduate to postgraduate and continuing professional development.
The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English Language Teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications and experience to enable them to teach successfully. Despite growing research interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of research in Middle Eastern countries in general and Qatar in particular. Furthermore, in-depth knowledge of female ELTs’ CPD experiences and needs are almost non-existent. The aim of this study, therefore, is to address this gap by exploring female ELTs' perceptions and experiences of CPD in Qatar in order to develop new practical and theoretical insights into our understanding of this area.
The study is qualitative and located within the interpretive paradigm. Life history interviews were undertaken with 16 female ELTs with at least 3 years of teaching experience in Qatar schools. These data were analyzed using thematic analysis and profiling techniques and drawing on an analytical framework based on three inter-related concepts of identity, culture and CPD.
The study found that female ELTs in Qatar all had very different experiences of CPD and unique developmental needs. These findings suggest that the current model of professional development for ELTs in Qatar may need revising. The thesis proposes a paradigm shift from a traditional ‘one size fits all’ CPD model towards a more dynamic and interactive style of teacher development which facilitates both personal reflection and professional discourse among teachers in order to build a shared understanding of ideas by analyzing and comparing approaches and actively encouraging student involvement in the learning process. It is argued that such a shift would prove a considerable step forward for English language teaching in the country.
Most studies in the field of teachers’ education have focused solely on the formal aspect of teachers’ education. Furthermore, research that has been done on teachers’ informal learning in the workplace, though significantly limited (Fraser, 2010; Kwakman, 2003), is primarily qualitative with small sample sizes. With this being said, it should be noted that formal and informal learning should not be viewed as dichotomized and mutually exclusive. They should instead be viewed as a continuum, equally important and complementary. Recently, research on teachers’ informal learning in the workplace has been gaining more attention. This study, therefore, aims to contribute to this growing area of research by investigating the interrelation between contextual factors, personality traits and Moroccan EFL teachers’ informal workplace learning. A convenient sample of 125 Moroccan EFL teachers was recruited to complete a questionnaire that elicits information related to their workplace conditions, personality traits and informal learning. It is hoped that this study’s findings will result in a deeper understanding of teachers’ informal learning in the workplace. Ideally, it is hoped that the workplace can be transformed from mere places of experience to rich learning environments.
Information and communication technology (ICT) course is offered in most colleges
and universities to improve student’s ICT skills. The traditional lecture-based method is used
in teaching the ICT course. Educationists have suggested the use of student-centered learning
to achieve optimal students’ engagement and learning outcomes of which the use of
technologies are essential tools for teaching and learning in the twenty-first century. The
flipped learning model is a type of blended learning that brings opportunity over the traditional
lecture-based method; it offers both pre-class time and in-class time. Therefore, there is a need
to explain how best the flipped learning model could enhance students’ engagement and
students’ ICT skills as having required ICT skills is becoming key to learning these days. Few
studies investigated the effect of flipped learning model on the students taking ICT courses.
Thus, this paper proposed a modified flipped learning model that improves students’
engagement and ICT skills. The model includes flipped classroom model, bloom taxonomy,
and social constructivism. Besides, study-summarize-quiz (SSQ) learning and cooperative
learning strategies were incorporated to improve students’ engagement and ICT skills.
The current study investigated collegiate coaches’ reflective inquiry processes, and the subsequent development of emotional and personal resources, to facilitate their performance in demanding environments. Semi-structured interviews were conducted with National Collegiate Athletic Association Division II head coaches ( n = 13) to explore their reflective processes. A reflexive thematic analysis generated two main themes and five subthemes consisting of strengths-based inquiry (studying optimal functioning, building a reflective environment, and establishing personal resources) and deficits-based inquiry (learning from challenging issues and ruminating on problems). Findings revealed how coaches used reflective questions to better understand their personal strengths and successful experiences of their respective programmes. Furthermore, by fostering coaches’ sense of gratitude and engagement in social support, strengths-based reflection can build personal resources to enable thriving in demanding situations. However, coaches were inclined towards deficits-based reflections that focused on eradicating performance problems. Although reflecting on errors was important to guide future action and improve performance, fixating on shortcomings could be detrimental to coach well-being. Findings can enhance coaches’ understanding of reflection to manage performance demands by developing personal resources through reflective questions, prompts, and conversations.
Graduate educators are tasked with helping students connect theory to operationalized learning and practice. This connection represents the learning that graduate students must bring to the workplace to recognize the relevance of their education. Thus, graduate educators must be diligent in designing viable pedagogies in graduate programs that evoke deepened learning that can be translated into action in the workplace to meet the call by organizations. This chapter reviews critical reflection practices and their use as viable assessment mechanisms for student learning outcomes in graduate programs. The teaching styles required by graduate educators to successfully implement these critical reflection learning designs are also examined. The review and examination are conducted through the lens of transformative learning theory, a learning orientation grounded in constructivism and adult learning that occurs when the learner experiences a shift in beliefs, perspectives, attitudes, habits, and actions.
To have a voice means to be reflexive and reflexivity is a social scientific variety of self-consciousness (Delamont, 1992). Reflection is important, and some might acknowledge that they do not really know how to get the best from it. According to Ghaye (2011), reflective practices help us understand the links between what we do and how we might improve our effectiveness. Reflective practices help people to understand the significance of work, and provide new insights for developing this work. They also help us understand the links between feeling, thinking and doing -how we feel affects how we think- (ibid, 2011). This paper will try to help teachers to develop their understanding and skills of learning through reflection. It is hoped that this work can help teachers to explore the power and potency of reflecting on strengths and weaknesses, make sense of teaching and be the best that they can be.
This article is based on the assumption that much of human learning is caught not taught (Davies, 1998). People oftentimes learn informally in the workplace without being aware of this complex process. However, though much learning is informal and tacit, there has been very little empirical research on teachers' informal learning in the workplace. Much attention, on the other hand, has been, and is still, given to formal learning. The aim of this study is to shift researchers, educationalists and stakeholders' attention from teachers' formal and structured learning to teachers' informal workplace learning. It should be acknowledged, however, that formal and informal learning should not be viewed as dichotomized and mutually exclusive. They should instead be viewed as a continuum, equally important and complementary. The present systematic review of the literature shows that teachers' informal learning is inextricably linked to the workplace and that teachers' informal learning outcomes are context-related, which indicates that the workplace is profoundly complex. The review also shows that research on teachers' informal learning, though limited, is primarily qualitative. This study ends up by calling for more research on teachers' informal learning that employs mixed methods design with larger sample sizes.
This study sought to understand reflection as a means to faculty engagement in continuing professional development (CPD). A mixed-method study was undertaken with faculty members in a Canadian higher education institution. Drawing on data from a questionnaire and semi-structured interviews, the extent to which faculty members use reflection as a tool to engage in CPD was revealed. Though faculty members believe that reflection can help inform their practice and professional growth, it is used minimally, owing to the issues of time and workload, and the types of professional development activity supported by the college. To promote reflection among faculty members, time for reflection and training on how to engage in critical reflection is necessary. This can only be achieved within a reflective space and environment of trust, especially between faculty members and management. With limited research examining how faculty members can identify relevant and meaningful CPD, this study provides a basis for the use of reflection as a means for them to make deliberate and systematic attempts to reflect on their practice. Through reflection, faculty members generate information and knowledge that helps them make meaning of their actions and experiences, and from which learning through meaningful CPD can continue.
This article provides a first insight to practitioner-research for the vocal pedagogue interested in exploring their practice from a scientific perspective. It is intended to contribute to a growing field of methodological academic support for the voice practitioner interested in expanding their knowledge and skillset via research means. It acknowledges the ever-growing need for research-based practice in pedagogy—both freelance and institutional—and recognition of the rigor–relevance debate. The article then takes the reader through the process of refining research methodology suitable for a likely qualitatively based project. In doing this, a variety of paradigms, methodologies and methods are considered. Other lenses are explored as a framework within which to examine narrative data. Ethics and obstacles related to insider-research are examined, including the pros and cons of participant observation. The value of interdisciplinary collaboration is discussed, and the benefits of the practitioner-researcher’s experiential and practical expertise is promoted, particularly regarding reflective practice.
Educational researchers have long attempted to define reflective practice. More than a century after the term was first introduced to the education field, there is still no consensus regarding its definition. This article suggests that although it is important to provide the practitioners with a comprehensive definition, it is not less important to investigate how the practitioners understand and define the concept. Therefore, this study attempts to provide empirical knowledge regarding how the practitioners conceptualise reflective practice. The participants of this study are six Indonesian novice English as a Foreign Language (EFL) teachers working at junior and senior high school levels in West Java, Indonesia. This study employs qualitative research methods and collects data through interviews. Thematic analysis has been adopted in order to analyse the data. The findings suggest that the participants understood the term reflective practice as a problem-solving strategy. In this regard, an activity for sharing knowledge, a flashback process for improving the teaching practices and a tool for professional development were the themes that were emerged from the data analysis. In order for practitioners to develop a full picture of the term, teacher education and training programs were invited to offer reflective practice as a separate module.
This chapter reviews the qualitative research analysis of teacher participant reflections on a professional development teacher leadership programme, DREAM Management, that the author has run annually for the past decade. The chapter details the choice of research methodology and instruments whilst using examples to demonstrate the value of this ongoing research to the refinement of both the DREAM Management course and the online teacher education methodology employed in delivering the programme to faculty across 17 different campuses throughout the country. The author claims that such long-term research into our teaching and teacher education should be standard practice in quality education.KeywordsAppraisalDiscourseInterpretationKnowledgeLeadershipReflection
In this chapter the construct of metacognition is explored along with its role in the translation process. The chapter discusses major approaches to this concept in psychological, educational and translation theory (Sect. 4.1). To identify the conceptual framework for metacognition, the chapter reviews models of self-regulated learning (Sect. 4.2) and the need for a transition from other-regulation to self-regulation (Sect. 4.3). It highlights the role of metacognitive strategies as a facilitative factor in the professional career of translators (Sect. 4.4). The nature of self-regulation and the possible role that it plays in translation are analysed here, followed by the results of a study on the effects of students’ self-regulation on translation quality. Given the relevance of metacognition as a developmental factor in the professional career of a translator, however complex it may be for the teacher to play yet another role and activate students’ personal resources, introducing metacognition-supportive training appears to be of clear importance.
Desde la primera hasta la última hoja, el libro destaca el concepto y el significado transversal de la internacionalización de la educación superior, con el fin de comprender, desde diversas visiones, algunas de las implicaciones de la dimensión internacional en la formación universitaria.
Introduction: To create both professionally and actually, wellbeing professionals need to construct fundamental aptitudes in reflective practice. Facilitators in general are agree that these skills should be created as portion of educational module for the wellbeing of professional students. The aims were to present reflective practice to third-year medical students and to evaluate the students’ self-perceived reflective aptitudes before and after their reflective exercises. Objective: Using a composed survey, third-year medical students’ perceptions of reflective practice were accumulated before and after their clinic placement. Students moreover completed two reflective writing pieces about their clinical placements. Material and Methods: Study design: Quantitative, Cohort study. Settings: Akhtar Saeed Medical College, Lahore Duration: 1 Year i.e. 1st September 2020 to 30th August 2021. Results: The students’ reflective writing papers were distributed into one of the three categories: non-reflector, reflector and critical reflector. Content investigation of students’ perceptions of reflective practice uncovered nine topics. Eight fundamental topics emerged from students’ proposals for moving forward their reflective capacities. Conclusion: It concludes that student’s issues around the appraisal of reflective writing are discussed, and students’ recommendations for progressing their reflective capacities are displayed. Key words: Reflection in practice, reflective learning, quality assurance
The newly developing four‐year B.Ed. course of initial teacher education at Oxford Polytechnic is based on the development of a reflective teacher/tutor approach. School experience has been central to the development, because the approach requires that attention be paid to the perspectives of the three groups involved: teachers, tutors and students. The process of action research in which these perspectives were taken into account is described. The resulting simultaneous development of the model of reflective teaching/tutoring and of the course itself is explained and some conclusions drawn about the approach, the process of change, action research and teacher appraisal. Finally some questions that have arisen in the course of the inquiry are raised.
In this essay the authors develop the metaphor of textual reading and writing in action research, focussing on two different types of texts: the readerly and the writerly. By examining the way in which each of these texts is written and read, three ideas are discussed: the value of understanding action research as a writerly text; the shift in authority from readerly to writerly texts; and finally, the way in which this metaphorical construction can more clearly help foster a deeper understanding of the nature of collaboration within action research projects.
This paper draws on case study data from the second M odes of Teacher Education (MOTE) project to document the changing relationship between Higher Education Institutions (HEIs) and schools in the provision of initial teacher education (ITE). Earlier research undertaken in 1992 (Furlong et al., 1995), suggested that after a decade of government demands to develop more 'practically oriented' courses, most HEIs had devised means to 'integrate' the higher education and school-based aspects of their courses. However, prior to the introduction of revised government circulars (Circulars 9/92 and 16/93: DFE, 1992, 1993) HEIs retained considerable autonomy in how that integration was achieved. Up to 1992, our evidence suggested that most HEIs had put more effort into reforming the higher education than the school-based parts of their programmes. As a result, we argued that in 1992, HEIs were still the dominant partner in initial teacher education but they had retained that dominance at considerable cost. In the development of more practically oriented courses, we suggested that some HEIs had started to lose sight of what their distinctive contribution to initial teacher education actually was. In addition, their strong practical orientation made them extremely vulnerable to new regulations that passed responsibility for practical training to schools. In this paper we draw on data from our second round of fieldwork undertaken in 1995 in order to consider how relationships between schools and higher education are currently being re-defined.
The first part of the article gives an outline of the notion of reflection in contemporary pedagogy: the situation in research and practice as well as the problem situation. In the second part of the article some basic characteristics of reflection are described and discussed. In this part semantic and ontological aspects of reflection are examined. Four basic aspects of reflection are highlighted: reflection as self‐reflection, reflection as thinking, reflection as self‐understanding and the distancing function of self‐reflection. In this connection Schon's influential but unclear concept of reflection in action is critically examined.
This article is concerned with the impact of partnership teacher education upon secondary schools. Based upon empirical data generated through a sample of schools involved in a partnership scheme, it argues that, although participation in initial teacher training has a number of positive benefits to be derived for schools, these are sometimes difficult to quantify. In contrast, the perceived ‘costs’ of involvement in terms of finance and the time devoted to training student teachers may be high. The article evaluates the tensions which arise and, in the process, argues that the ‘profits’ to be gained from partnership in terms of professional development for teachers and schools need to be articulated if initial teacher training in its present form is to survive
Higher Education Institutions and Primary schools are developing new partnerships in Initial Teacher Education. The roles and responsibilities are changing, not only for teachers supporting students in school, but for tutors in Higher Education who supervise the students' experience. This paper draws on information gathered from tutors supervising students working in school. How are the many changes in Initial Teacher Education impinging on tutors? Factors which are driving the change, ways of raising awareness are identified and some issues are considered which relate to supporting the changing role.
In a recent television feature for BBC'sPublic Eye—’Teacher Training: Back to the Classroom?‘—the hoary old issue of the proper balance of theory and practice in the professional preparation of teachers was aired yet again. During the ensuing debate the various distinguished contributors to the programme adopted one or the other of the two main positions—either that educational theory might well be dispensed with entirely in favour of some kind of direct school‐based initiation into the craft skills of teaching or that theory should be taken out of the colleges and into the schools in order to be more directly relevant or applicable to practice. The main argument of this paper is that both these positions are predicated on a common mistaken assumption that the theoretically informed practical discourse which underlies rational educational debate and discussion is essentially a kind of technical discourse concerned primarily with the largely pragmatic achievement of certain value‐neutral goals. Attempts to integrate theory with practice or to dispense with it altogether in favour of practice both miss the point that the heart of so‐called theoretical educational discourse is moral and evaluative in character and its proper concern is with the education rather than the practical training of teachers.
This article defends an approach to the clarification of values by schools which involves ‘reflexive evaluative enquiry or action research’ rather than an abstract or ‘armchair’ approach. An analysis is offered of the implications for this activity of the context of ‘market choice’ in which it must now be undertaken.
Encouraging adults to undertake critical reflection is one of the most frequently espoused aims of graduate programmes of adult education. A considerable body of adult educational literature has been produced in this area, most of it focusing on conceptual analysis or on debate reflecting the strains between progressive, humanistic and liberal interpretations of these processes and radical, critical, socialist interpretations. Missing from the debate surrounding critical reflection as an adult capacity has been attention to the way adults feel their way through critically reflective episodes ‐ to understanding the visceral, emotive dimensions of this process. This paper uses Marton's concept of phenomenography ‐ the exploration and portrayal of how learners experience and interpret learning ‐ to outline a phenomenography of critical reflection as it pertains to one group of adults who happen to be adult educators. Five themes emerge from journals, conversations and autobiographies: impostorship (the sense that participating in critical thought is an act of bad faith), cultural suicide (the recognition that challenging conventional assumptions risks cutting people off from the cultures that have defined and sustained them up to that point in their lives), lost innocence (the move from dualistic certainty toward dialectical and multiplistic modes of reasoning), roadrunning (the incrementally fluctuating flirtation with new modes of thought and being) and community (the importance of a sustaining support group to those in critical process). The paper elaborates these themes and describes how developmental activities for adult educators in critical process can be grounded in participation in critical conversations within learning communities.
Aspects of the psychodynamics of organisation change are explored and in particular how emotion and emotionality should be conceived. A case is made to go beyond the dichotomous world of “rational” versus “emotional” and develop a greater appreciation of how the rational and the emotional can be “fused” or act in a co-existent and co-dependent fashion where one cannot be understood in the absence of the other. Read through the optic of identity, acts of so called rationality may simply be an expression of a deeper, albeit unconscious realm – psychodynamics in which emotion and emotionality are significant. It is through the optic of identity that the individual’s attachment to the organisation is described and the meaning of behaviour in the midst of change is canvassed. It is noted that, depending upon the degree of identification with the organisation, one encounters behaviours that reflect dislodgement of identity and those more commonly associated with the processes of grieving. Some tentative strategies are advanced in managing these behaviours.
This article argues that the meager existence of practical arts subjects in the curriculum comes about as a result of the persistence of the Platonic ideal of what constitutes valid knowledge. To illustrate this basic argument, the article first reflects upon Plato's conception of valid knowledge, as set forth in the The Republic, then it examines the ebb and flow of discourse on the nature and worth of knowledge. In particular, the article examines the hesitancy of response of formal education to industrial culture, even though this has been an important source of the expansion of human knowledge. Using illustrations from both sides of the Atlantic, the article shows that the curricular controversies (whether that attending prevocationalism in the United Kingdom, or education for “A Nation at Risk” in the United States) are traceable to the ancient conception of what knowledge is valid. The article concludes by arguing for dispassionate consideration of the curriculum—for a stance that views the practical arts in the same light as it does other areas of the curriculum.
Penetrates educational rallying symbols and technological paradigms to celebrate Donald Schon's reflection-in-action approach to teaching. Advances an alternative, nonpartisan vision of American Education that fulfills promises, opens spaces for inquiry and dialog, and overcomes a spreading passivity. Affirms freedom, imagination, passion, and the power to act. Includes 25 references. (MLH)
This paper is in response to Chak's paper Reflecting on the self: an experience in the preschool . In this paper, issues central to the nature of reflection (e.g., problem and time of reflection) are reconsidered as ways that help to question the manner in which Chak has conducted her reflective study. In so doing, the central issue is to find new ways of moving beyond reflection and so, the methodology of self-study is briefly explained and offered as a vehicle for creating ways of extending reflection in more rigorous and meaningful ways. The purpose of the methodology of self-study is in helping practitioners to better articulate the knowledge of practice at the heart of their work. Self-study then is important in creating ways of making knowledge development move beyond the individual to the professional community more generally.
Much of the literature on curriculum decision-making focuses on individual teachers and their instructional decision-making role within the classroom. The propensity for studying curriculum decision-making from this perspective has left a deficit in the area of curriculum decision-making by groups. It is the aim of this paper to propose one possible framework to promote understanding in this neglected area. After establishing deliberation as a basis from which to study curriculum decision-making, it will be argued that the values issue in group deliberation may be clarified by applying some notions borrowed from the field of teacher socialization. Various factors which influence curriculum decision-making will then be incorporated into the framework.
In recent years a great deal of research involving secondary schools has analysed and sought to define the concept of ‘school culture’. At the same time, parallel work has been done in respect of ‘pastoral care’. In this paper, the writer considers the links between the two concepts and suggests that pastoral care can assist in the improvement of the tone of the school through its staff and students. He argues that these issues are an integral part of the educational adrninistrative function of an institution.
Reflection is re-examined in the context of professional practice from the stance of a social worker within a broadened horizon brought about by work done in teacher and nursing education. Based on a review on recent literature, the multiple dimensions of reflection are unravelled. The importance of understanding the social worker and service user as a person in the process of reflection is pointed out. Co-reflection is introduced to extend the parties involved in reflection from a single person to dyads or triads consisting of teacher-students or worker-colleagues. The personal experience of the author in a co-reflection process involved with students is put forward as an illustration. Finally, the paper calk attention to the importance of moral courage involved in the process of reflection.
L'A. s'interroge sur le sens du concept de " pratique educative ", en analysant l'histoire du concept de pratique, chez Aristote notamment| le rapport entre pratique et theorie lui semble moins determinant que celui entre praxis et poiesis| le raisonnement est cependant une composante essentielle de la pratique. P. 177-180, reponse par R. Jonathan. P. 181-186, " Practice, Philosophy and History : Carr vs. Jonathan " par D. E. COOPER, qui examine la genealogie du concept en philosophie, ses motivations et sa methodologie
This paper attempts to answer the research question, "how do senior executives in my organisation make sense of their professional life?" Having reviewed the sensemaking literature, in particular that of the pre-eminent author in this field, Karl E. Weick, I adopt a phenomenological, interpretist orientation which relies on an ideographic, inductive generation of theory. I situate myself, both as researcher and chief executive of the organisation studied, in the narrative of sensemaking. Using semi-structured interviews and a combination of grounded theory and template analysis to generate categories, seven themes of sensemaking are tentatively produced which are then compared with Weick's characteristics. The methodological approach is then reflected on, criticised and alternative methodologies are briefly considered. The conclusion reached is that the themes generated by the research may have relevance for sensemaking processes, but that the production of formal theory through social research is problematic.
This article evaluated the validity of two traditional traitedness measures (i.e., standard deviation traitedness measures and global, single-item traitedness measures) and three new traitedness measures (i.e., multi-item, ranking, and facet traitedness measures). Overall, there was poor construct validity for both the traditional and new measures of traitedness. Furthermore, traitedness was a spurious moderator of the relationship between openness to experience and academic performance. Finally, evidence of nonlinear personality-academic performance relationships was discovered.