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Paradigmatic changes in teacher education: The perils, pitfalls, and unrealized promise of the reflective practitioner
... A major focus when engaging teachers in reflective practice is how they can move beyond descriptive accounts of their work to reflect on their practice critically (Jarvis, 1992). To this end, Russell (2014) suggests that we must help teacher candidates to learn how to better learn from classroom experiences. ...
... Drawing on Schön's (1987) reflective practice, Russell (2014) argues that teaching how to learn from experience requires deliberate and explicit modeling by teacher educators. Such modeling should focus on naming problems before trying to solve them and on articulating the complexities of teaching during moments of uncertainty and puzzlement, through reflective conversations about a situation. ...
... An analysis of six significant articles about reflective practice led Russell (2014b) to the conclusion that each person who writes about reflection and reflective practice seems to place a personal interpretation on these terms. Valli (1992) assembled seven case studies and six critiques that illustrate clearly the wide range of interpretations of these terms; unfortunately, those six critiques made little reference to their significance for professional learning in the practicum. ...
... Here again, an analysis of reflective practice is shown to have a personal purpose. Russell (2014b) drew the following conclusions: ...
The argument presented in this chapter begins with the suggestion that reflective practice involves epistemological challenges that have not been adequately addressed in the context of traditional assumptions about the design and conduct of teacher education programs. An analysis of literature about technical rationality, reflection-in-action, and the central issues of reflective practice is followed by a discussion of the significance of mindfulness. We propose that one way to address the neglected epistemological challenges involves a new epistemology for professional practice generally and for teaching and teacher education specifically. We pose a series of significant questions arising from the argument, and we suggest various points of entry for teacher educators willing to accept the complex epistemological challenge that we have identified. Relevant concepts include mindfulness, habits of mind, teaching artistry, explicit instruction, listening, authorizing voice, reflective teaching, tacit knowledge, critical reflection, and mastery. Because teacher educators possess teaching experience that their students do not, it falls to teacher educators to introduce and model an epistemology of practice for those learning to teach.
... En una reciente investigación en la que examina distintos marcos teóricos desde los que se aborda la formación docente, Russell (2012) propone dos tesis que ayudan a ver la relevancia del pensamiento de Michel de Montaigne hoy. La relevancia del trabajo de Russell no sólo está dada por su experiencia de 25 años a cargo de las prácticas profesionales en Queen´s College (Canadá) sino por haber sido discípulo de Donald Schön con quien comenzó a investigar los procesos que los alumnos van recorriendo hasta reconocerse como profesores (Loughran & Russell, 1997). ...
... First, it characterizes the notions of experiment and experience, analyzes their relationship, and discusses them as guidelines for an educational project based on the serious consideration of personal life. From this point of view, the paper continues presents two challenges identified by Russell (2012). First, the claim that when beginning their training, education students have difficulty in articulating what teaching is about. ...
RESUMEN:Este artículo presenta el pensamiento de Michel Montaigne como camino para interpretar aspectos de la formación docente contemporánea. En primer lugar se caracterizan las nociones de ensayo y de experiencia; se analizan las relaciones entre ellas; y se las discute como ejes de una propuesta formativa basada en una exploración seria de la propia vida. Luego, se presentan dos desafíos identificados por Russell (2012): por una parte, si bien han pasado 12 años escolarizados, al momento de comenzar con sus prácticas profesionales los alumnos de carreras de pedagogía tienen dificultades en explicar de qué se trata enseñar. Por otro lado, los profesores que dictan cursos de pedagogía suelen no ser los mismos que acompañan a los alumnos en sus primeras experiencias docentes. Esto tendería a crear una ruptura entre la educación que se recibe como alumno y la que se imparte como docente de práctica profesional. El artículo concluye proponiendo la posibilidad de implementar un ensayo de posición pedagógica. Éste constituiría una estrategia formativa por sí misma que permitiría, tanto a profesores experimentados como a novicios, visibilizar, articular y discutir los argumentos fundamentales desde los cuales orientan su tarea cotidiana como educadores.
... Finalmente, una estrategia como el EPP se hace cargo de la distancia entre la promesa de lograr profesores reflexivos, y la experiencia vital y profesional acumulada. Si bien los futuros profesores han pasado al menos doce años de su vida en el sistema escolar formal, al comenzar su formación profesional suelen declarar que desconocen lo fundamental de la labor docente (Russell, 2012). Por lo mismo, el EPP permitiría re-descubrir el valor de la experiencia de formación inicial docente como fuente inagotable de aprendizaje profesional (Marini, 2015). ...
... Reflection is a commonplace word that we probably hear every day; while it applies specifically to images and the behaviour of light, it is also used to refer to serious thinking or careful consideration. Reflective practice (Russell, 2005(Russell, , 2013(Russell, , 2014a) is a specialized term that entered professional conversations with Donald Schön's publication of The Reflective Practitioner: How Professionals Think in Action in 1983 and Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions in 1987. Reflection became a familiar word in teacher education programs in the 1980s; sadly, to this day students at Queen's University seem to quickly become weary of being asked to write "reflective papers" (typically one or two pages) on topic after topic in their various courses. ...
Teaching reflective practice to beginning teachers requires significant changes in a teacher educator’s implicit assumptions about how individuals learn to teach. Teaching reflective practice also requires significant changes in a teacher educator’s teaching practices. The familiar teach-them-theory-and-then-let-them-practice approach assumes that learning is complete before practice begins. In contrast, reflective practice in professions involves learning from firsthand experience and recognizes that the process of learning theory and research is incomplete before personal practice begins. Teaching reflective practice also requires recognizing that terms such as reflect and reflection are everyday words with multiple meanings and uses and little direct connection to reflective practice. The following argument, grounded in self-study methodology, describes indirect strategies for encouraging reflective practice. These strategies include an extended writing assignment focused on professional learning, teaching how to learn from personal experience, the unrecognized power of listening, and tickets out of class as listening and fostering metacognition. The argument closes with a summary of suggested strategies for encouraging reflective practice by those learning how to teach.
... Berufsfelder wie Psychotherapie oder Stadtplanung, ohne auf das Arbeitsfeld der Lehrkraft zu fokussieren, worauf nur von wenigen Forscher*innen eingegangen wird (Russell, 2018). Obwohl Schön in einer späteren Arbeit zusammen mit verschiedenen Kolleg*innen Reflexion auch im pädagogischen Handlungsfeld betrachtet hat (Schön, 1991), wird zum Teil bezweifelt, ob sich das Konzept der "reflection-in-action" tatsächlich auf den Lehrberuf übertragen lässt (Richieri, 2017). ...
Reflexionsfähigkeit zu schulen, gilt als wichtiges Ziel der Lehrkräftebildung. Die Frage nach Befunden zur Ausprägung von Reflexionsfähigkeit bei Studierenden, deren Förderbarkeit und Wirkung steht deshalb im Zentrum des Interesses vieler Forschungsbemühungen, die allerdings mit dem Problem der schwierigen Messbarkeit von Reflexion und Mängeln bestehender Messmethoden hinsichtlich der Gütekriterien konfrontiert sind. Davon ausgehend überprüft die vorliegende Studie in einem Mixed-Methods-Ansatz die Validität eines häufig eingesetzten Verfahrens zur Messung von Reflexion, nämlich die qualitative Inhaltsanalyse studentischer Reflexionstexte mithilfe des Stufenmodells von Hatton und Smith (1995). Dabei wird zwei Forschungsfragen nachgegangen: 1. Inwiefern wird das Ergebnis der Messung vom Reflexionsanlass in der Aufgabenstellung beeinflusst? 2. Welchen Einfluss haben verschiedene weitere Faktoren, die bisher selten oder nie kontrolliert wurden, auf das Messergebnis? Untersucht werden situationale Faktoren wie aufgabenbezogene Motivation bzw. wahrgenommener Nutzen der Aufgabe sowie das Verständnis des Begriffs Reflexion und verschiedene Persönlichkeitsmerkmale. Lehramtsstudierende im Praktikum erhielten in einem Between-Subjects-Design drei verschiedene Reflexionsaufgaben, die sich im Grad des persönlichen Bezugs zum Reflexionsanlass unterschieden. Zu diesen verfassten sie reflektierende Texte und füllten im Anschluss einen Online-Fragebogen aus, der die zu untersuchenden weiteren Einflussfaktoren erhob. Die Ergebnisse der qualitativen Textanalyse wurden in zwei unterschiedliche quantitative Reflexionsmaße überführt und mit den Fragebogendaten trianguliert. Die Aufgabenstellung hatte sowohl einen Einfluss auf die Reflexionsleistung als auch auf weitere qualitative Aspekte der Reflexionstexte. Die Reflexionsleistung zeigte sich unabhängig von den gemessenen Persönlichkeitsmerkmalen und der aufgabenbezogenen Motivation, wurde aber vom Grad der wahrgenommenen Nützlichkeit prädiziert, die der Aufgabe zugeschrieben wurde. Die Studierenden zeigten ein sehr stark divergierendes Verständnis des Begriffs Reflexion, welches sich auch in den Texten niederschlug. Innerhalb des Studiendesigns und der Forschungsfragen lieferte die qualitative Inhaltsanalyse mit dem Stufenschema von Hatton und Smith (1995) plausible Ergebnisse, die Validität des Verfahrens wird aber von den Studienergebnissen zumindest teilweise in Frage gestellt. Auf die Aufgabenstellung und die Identifikation möglicher einflussnehmender Drittvariablen muss bei der Messung von Reflexionsleistungen zukünftig noch mehr Aufmerksamkeit gerichtet werden. Die Suche nach einem Verfahren zur Messung von Reflexion, das die Gütekriterien zufriedenstellend erfüllt, stellt weiterhin ein Forschungsdesiderat dar.
... A partir de los trabajos Schön (1992), la inclusión de referencias a la reflexión, a la práctica reflexiva y al docente reflexivo está muy extendida en los programas de formación inicial del profesorado. Sin embargo, a pesar de las distintas investigaciones indicando los beneficios que produce, no ha supuesto que se apliquen frecuentemente en la práctica educativa (Russell, 2012). La complejidad de los cambios de paradigmas del profesorado, la estabilidad de las prácticas docentes y las ideas preconcebidas derivadas del aprendizaje por observación son algunos de los obstáculos importantes para desarrollar el concepto de profesional reflexivo. ...
El objetivo de este trabajo es presentar la actividad titulada Reflexión personal, diseñada
expresamente para desarrollar habilidades de reflexión y de pensamiento crítico en estudiantes de especialidades de ciencias del Máster en Profesorado de Educación Secundaria y mostrar las valoraciones que realizan dichos estudiantes sobre la misma.
... Despite this, it is still impossible to conclude that the reflexive teacher is the most common profile in our schools (Russell, 2012). The complexity of changing paradigms, the stability of teaching practices and preconceived ideas arising from observation-based learning are just a few of the obstacles to the development of this type of professional. ...
Social constructivism is a learning approach in which students actively construct their own knowledge by way of experiences and interactions with others. As such, it is important to highlight both individual and group-based reflection practices in pre-service teacher training as a key aspect for improving teaching practice. This paper presents the results of the design and implementation of a training programme of 7 sessions (8.5 h of class participation plus 25 h of personal homework) for pre-service secondary school science teachers, who were asked to design a gamification resource and an e-rubric to evaluate it. Subsequent improvement of this e-rubric was enhanced by performing different reflection activities at key moments. The programme was carried out by 50 Spanish pre-service teachers from Málaga (Spain). Data collection centred on the e-rubrics designed, the emotions experienced and the possible transfer to real-life practice performed six months later. The impact of reflections on the evaluation was studied by analysing the evolution of the categories proposed by the participants for the e-rubric at different times, with marked changes being found during design and preparation of the gamification resource, and only very minor changes post-implementation. In addition, a group-based criteria consensus session favoured a more in-depth reflection. Interest was the main emotion experienced by pre-service teachers, especially during preparation and use of the resource. The programme also had a marked impact on transfer of the e-rubric into practice, as did the designed resource, although to a lesser extent.
... Conceptualizations of reflection are both many and competing; a commonality among much of the literature in teacher education is the recognition that there is a lack of an ultimate definition of terms in this area (e.g., Ryan 2013;Rogers 2001). Within teacher-education literature, multiple terms are used to describe reflective processes (Rogers, 2001) and educators and/or researchers bring personal interpretations to the terms reflection and reflective practice (Russell, 2014). Russell and Martin (2017) argue that this implies a lack of understanding as to how or why reflective practice may be valuable for trainee teachers-a situation that may extend into other fields and scenarios, such as and including EEE. ...
In this paper we introduce a novel method—generative critical conversation (GCC)—which we propose can develop educator and researcher reflexivity and enhance criticality in enterprise and entrepreneurship education (EEE). We ground this method in literature from the field of educational research and reflexivity scholarship. We hybridize three methodological elements—the self-study strategy of reflecting on recorded material; exploring lived experiences through cogenerative dialogue, and a focus on critical questioning—to facilitate the development of educator-researcher reflexivity. We use illustrations from our own conversations to show how GCC opens up space over time to access and move between levels of reflexive interpretation. We suggest enabling conditions that support GCC and its potential as a method for developing educator-researcher reflexivity across EEE, initial teacher education, and other fields of research.
... Finalmente, una estrategia como el EPP se hace cargo de la distancia entre la promesa de lograr profesores reflexivos, y la experiencia vital y profesional acumulada. Si bien los futuros profesores han pasado al menos doce años de su vida en el sistema escolar formal, al comenzar su formación profesional suelen declarar que desconocen lo fundamental de la labor docente (Russell, 2012). Por lo mismo, el EPP permitiría re-descubrir el valor de la experiencia de formación inicial docente como fuente inagotable de aprendizaje profesional (Marini, 2015). ...
El Ensayo de Posición Pedagógica (EPP) constituye una estrategia de formación, en la cual el profesor redacta los principios que guían su labor, y los reescribe según se suceden experiencias clave. Este artículo presenta el diseño, implementación y evaluación del EPP con estudiantes del Programa de Formación Pedagógica de la Pontificia Universidad Católica de Chile. Su objetivo general consiste en evaluar la progresión del EPP a lo largo de la trayectoria de dichos docentes en formación. Mediante un estudio comparativo y de entrevistas semiestructuradas se analizan tres instancias del EPP: 1. cuando los estudiantes carecen de experiencia docente, 2. al iniciar sus prácticas docentes, 3. hacia el final del Programa de Formación Pedagógica. El EPP contribuye a revelar el circuito complejo entre experiencia de vida, cursos académicos, y contexto laboral mientras los profesores se adentran en su profesión.
... by!referring!to!the!views!of !Schon!(1983!Schon!( ,!1987.!Indeed,!many!institutions!still!outline!what! they!do!in!such!Schonian!terms!as!"promoting!the!wisdom!of!practice,"!"reflection9in9action,"! and!"reflection9on9action"! (Russell,!2014).!The!general!concern!of!advocates!is!that!teacher! preparation!should!go!beyond!drawing!upon!deterministic!models!of!teaching!and!learning,! ...
When cogitating developments in education, it is important from time-to-time to stand back from the main-stream of developments and try to re-capture ‘the big picture’. Such a time now exists in relation to teacher education. This paper is a response to this situation. It makes the case for three principles which, it is held, should guide the design and development of programmes on how classroom practitioners at the pre-service and on-going teacher-development levels, should be prepared for, and guided in, their work. These are as follows: teachers should have a very good command of the subject matter of their teaching areas; teachers should know how to teach; teachers, along with students of education studies and policy makers, should engage in reflection not only on work at the classroom level, but also on education more broadly.
... This is precisely what happens in the opposite way too, when the curriculum sets out to produce a particular predefined outcome, for example, to educate teachers as "critically reflective practitioners", while the evidence of pedagogical practice shows that the teacher as a critical reflective professional remains largely an "unrealized promise" (Russell, 2012). ...
One of the guiding questions in this discussion is how is it that certain ideologies become so ingrained and resistant to challenge and scrutiny? The central assumptions sustaining the argument conceive curriculum -the backbone of educational practice- to be an expression of ideological activity; the understanding of ideology as lived experience; and subjectivity as a site of ideology mediated by language. By drawing on curricular and psychoanalytic theory, in this paper I claim that the ideological content gets established through curricular practices not only at the cognitive and conscious level of knowledge and disciplinary subject-matter contents, but rather - and more decisively-at the unconscious level of the construction of subjectivity through psychic processes mediated by language. The paper is an attempt to sketch a preliminary understanding of the processes that result in ideological positionings that challenge scrutiny and contestation, by exploring their rootedness in desire and the psychic formation of the self. © 2017, Institute for Education Policy Studies. All rights reserved.
... by!referring!to!the!views!of !Schon!(1983!Schon!( ,!1987.!Indeed,!many!institutions!still!outline!what! they!do!in!such!Schonian!terms!as!"promoting!the!wisdom!of!practice,"!"reflection9in9action,"! and!"reflection9on9action"! (Russell,!2014).!The!general!concern!of!advocates!is!that!teacher! preparation!should!go!beyond!drawing!upon!deterministic!models!of!teaching!and!learning,! ...
When cogitating developments in education, it is important from time-to-time to stand back from the main-stream of developments and try to re-capture ‘the big picture’. Such a time now exists in relation to teacher education. This paper is a response to this situation. It makes the case for three principles which, it is held, should guide the design and development of programmes on how classroom practitioners at the pre-service and on-going teacher-development levels, should be prepared for, and guided in, their work. These are as follows: teachers should have a very good command of the subject matter of their teaching areas; teachers should know how to teach; teachers, along with students of education studies and policy makers, should engage in reflection not only on work at the classroom level, but also on education more broadly.
... Por otra parte, integrar como contenido escolar la reflexión sobre las experiencias de convivencia en el aula, tanto las provenientes de la relación entre iguales como las relativas a las complejas relaciones entre jóvenes y adultos, promueve aprendizajes de calidad y duraderos en los alumnos, así como desarrollo profesional en el profesor. Esto supone un cambio epistemológico profundo (Schön, 1995;Russell, 2012), pues implica una nueva concepción del conocimiento escolar por parte del profesor, pasando de ser conocimiento disciplinar a conocimiento para ser enseñado y aprendido por parte de sus alumnos (Hewson et al., 1999;Davis y Petish 2005). ...
This research analyzes the complex relations between a secondary school teacher and his students in a social science class. An examination is made of a more reflective teaching practice as a strategy to overcome confrontation between student culture and school culture, which is represented by the teacher. By experimenting with a curriculum project on conflict and interaction and using qualitative methodology, evidence was obtained in relation to the progress of teachers' professional development in three dimensions: The conception of scholastic content, the use of active teaching methodology, and the reformulation of professional identity as a function of a new type of relationships in the classroom.
... Por otra parte, integrar como contenido escolar la reflexión sobre las experiencias de convivencia en el aula, tanto las provenientes de la relación entre iguales como las relativas a las complejas relaciones entre jóvenes y adultos, promueve aprendizajes de calidad y duraderos en los alumnos, así como desarrollo profesional en el profesor. Esto supone un cambio epistemológico profundo (Schön, 1995;Russell, 2012), pues implica una nueva concepción del conocimiento escolar por parte del profesor, pasando de ser conocimiento disciplinar a conocimiento para ser enseñado y aprendido por parte de sus alumnos (Hewson et al., 1999;Davis y Petish 2005). ...
Conflicto y Convivencia. Profesores y alumnos en el proceso de enseñanza en un aula de secundaria
JOSÉ A. PINEDA-ALFONSO / FRANCISCO F. GARCÍA PÉREZ
Resumen: Esta investigación analiza las relaciones complejas entre un profesor de educación secundaria y sus alumnos en la clase de Ciencias sociales. Se examinan las posibi-lidades de una práctica docente más reflexiva como estrategia de superación del enfrentamiento entre la cultura de los estudiantes y la cultura escolar, representada por el profesor. A través de la experimentación de un proyecto curricular sobre el conflicto y la convivencia y utilizando una metodología cualitativa, se obtuvieron evidencias en relación con el progreso del desarrollo profesional del docente en tres dimensiones: la concepción de los contenidos escolares, la utilización de una metodología didáctica activa y la reformulación de la identidad profesional en función de un nuevo tipo de relaciones en el aula.
Abstract: This research analyzes the complex relations between a secondary school teacher and his students in a social science class. An examination is made of a more reflective teaching practice as a strategy to overcome confrontation between student culture and school culture, which is represented by the teacher. By experimenting with a curriculum project on conflict and interaction and using qualitative methodology, evidence was obtained in relation to the progress of teachers' professional development in three dimensions: the conception of scholastic content, the use of active teaching methodology, and the reformulation of professional identity as a function of a new type of relationships in the classroom. Palabras clave: educación media, formación de profesores, cultura escolar, cambio conceptual, metodología de la enseñanza, España.
http://www.comie.org.mx/v1/revista/portal.php?idm=es&sec=SC03&&sub=SBB&criterio=ART71003
... Like Freire, Schön also emphasized action in his conceptualization of reflection. However, literatures on teacher education and development seem to pay little attention to the implications of Schön's work for changes in teachers' professional action (Russell, 2014). ...
In this article, I use autobiography as a method to recount my experiences of self-directed professional learning in an interest-driven online community of teachers. I draw on Søren Kierkegaard’s critique of the Press and his conception of three spheres of human existence as a conceptual framework. Although the online community in which I participated provided an unprecedented opportunity to exchange high volumes of information, it failed to create a platform where I could turn information into meaningful pedagogical knowledge. Moreover, the online community seemed to encourage members to take interest in everything and share opinions or resources without taking responsibility of their consequences. Based on the insights from this autobiographical reflection, I make a proposal for taking an existential approach to reflective practice with regards to teachers’ self-directed professional learning in online communities.
In the last few decades to build an inclusive pedagogy has become a fundamental goal for the Chilean educational system, and teacher education into an unavoidable task which involves relevant challenges. The objective of this research was to describe the contribution of the collective reflection on practice among teachers in initial and ongoing training to build an inclusive pedagogy, departing from the universal design for learning principles. With this aim, a conceptual framework of teacher education for inclusion was elaborated, and it was methodologically addressed with a qualitative approach of training-action-research. This work shows the design and implementation of a teacher training program applied to 5 work teams formed by 2 pre-service teachers and one in-service teacher. Based on the data collected through interviews, questionnaires, and work session records the results about the convergences and divergences experienced by participants was established. The main conclusions corroborate the relevance of collective reflection among teachers to the professional development in those two stages, and to change classroom practices toward an inclusive education.
Background: The concept of reflection is much used in teacher education in many parts of the world, including in South African teacher education policy. However, the notion of reflection is often loosely defined, with differing understandings of its nature, purpose and curriculum implications.
Aim: This article explores how teacher educators and student teachers understood and implemented the notion of reflection in their teacher education programmes.
Setting: The research took place as a multisite case study at four South African universities offering the Bachelor of Education (Foundation Phase).
Methods: Interviews were conducted with 24 senior students and 8 teacher educators.
Results: The study revealed disparate views by both teacher educators and student teachers of the nature, purpose and practices of reflective practice and largely tacit understandings of the role of reflection in teacher education. For most interviewees, the emphasis of reflection lay within a technical rational approach of improving teaching rather than a critical approach of locating education within a wider social context. Against the background of the many challenges in South African schooling, we argue that critical reflection is a means to encourage student teachers to become more independent and socially committed teachers.
Conclusion: We present a case for the concept and practices of reflection to be more purposefully explored by teacher educators, thereby contributing towards continued agency and transformation in education.
This chapter explores the relation between curriculum and the formation of subjectivity, i.e. the notion of “who we are” as individuals. This relation is theorized by positing as a main premise that the curricular act is decisively involved in the structuration of the subject by means of the psychoanalytic phenomenon of the transference. A crucial insight that emerges from this theorization is the understanding that curriculum functions as an unfinished symptom. The chapter closes with a discussion of the notion of curriculum as a “conversation” from the psychoanalytic perspective of the transference involved in and through the dialogical encounter.
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