Relationship Between Reflective Disposition Toward Teaching and Effective Teaching

Abstract

The author demonstrated that a reflective disposition toward teaching was related to effective teaching especially in the domains of instructional behavior, classroom organization, and teacher expectation. Data used to test the hypothesis were composed of reflective disposition scores earned by teacher candidates (N = 55) and effective teaching scores given teacher candidates by their field instructors. Reflective disposition consisted of 6 components: the composite of reflective disposition and the composite of effective teaching, reflection on what teachers should know and be able to do, reflection on teaching, reflection on learning, reflection on the relationship between learning and teaching, and reflection on what it would be like to be a teacher in the classroom. Effective teaching consisted of 5 components: the composite of effective teaching, classroom management, instructional behavior, classroom organization, and teacher expectations.     

Re-examination of second language teacher motivation management from a dynamic perspective / Reanálisis de la gestión motivacional del profesor de lengua extranjera desde una perspectiva dinámica

Abstract

Despite the relationship between student teachers’ learning within teacher education programmes and their later teaching experiences, few studies have examined the role of motivation management. To fill this gap, this study examined motivation management, highlighting its relationship with key factors within teacher education programmes from a dynamic perspective. A sample of 18 student teachers enrolled in a degree course in Teaching English as a Foreign Language participated in this study. Analysis of qualitative data obtained from various sources such as reflection memos, videotaped enactment of teaching, personal journals, end-of-term portfolio, researcher’s monthly journal and her notes of weekly group discussions, as well as quantitative data from participants’ performance on classroom quizzes, indicated that although motivational behaviour is dynamic in relation to time and a combination of personal and contextual factors, the participants’ motivational management follows a typical behaviour pattern. In addition, results of a Friedman analysis of variance by ranks revealed that the participants’ performance on quizzes improved over time, implying that the student teachers temporally self-regulated to meet course requirements and safeguard their success.     

Prospective teachers’ teaching experience: teacher learning through the use of video

Background: Future teachers need to observe, interpret and analyse teaching during the initial teacher education period. The use of videoed teaching and learning in teacher education promotes reflection, and analysing videos of teaching is helpful in learning effective classroom practices that prospective teachers mostly do not have the chance to observe during fieldwork experiences. The analysis of videos of teaching can be seen as a way to enhance the development of prospective teachers’ professional vision, which, in turn, improves instruction. Purpose: The purpose of this study was to examine prospective teachers’ reflections on video examples depicting their own teaching experiences. It aimed to create a professional development environment to facilitate the prospective teachers’ reflection on their own videos and those of their peers to improve their professional vision. Sample: This study was conducted with over 200 (in 31 groups) third-year prospective mathematics teachers in a university in Western Turkey. The student teachers, receiving training to teach first- to fourth-grade elementary school pupils, were taking a teaching methods course. Design and methods: In the first week of the semester, the student teachers, working in groups, were assigned mathematics topics to teach the elementary school pupils. During the semester, each group prepared by trying out their activities in front of other student teachers in other groups. At the end of the semester, one student teacher from each group presented a short lesson related to their mathematical topic to the elementary school pupils. This lesson was videotaped, then later it was watched and discussed by the student teachers. Of the student teachers who undertook the teaching in the videos, 22 volunteers agreed to be interviewed. All groups of student teachers provided written reflections on their experience. Selected videos of the class discussions about the videos of teaching were also used for triangulation. The data were analysed to identify the issues the prospective teachers reflected upon. A content analysis technique was employed. Results: The data indicated that the prospective teachers were able to reflect on several issues related to effective teaching, connect their theoretical knowledge to their practice and consider issues related to pupil learning and difficulties. Conclusion: The findings suggested that the use of video, together with discussions between the student teachers, had the potential to create promising learning opportunities for prospective teachers.     

Becoming Reflective Practitioners: A Case Study of Three Beginning Pre-service Teachers

This case study examined three pre-service teachers’ reflection processes during their first teaching practicum. During the six-week practicum, the pre-service teachers reflected on their own as well as their peers’ teaching in group mentoring meetings several times a week. Unstructured stimulated recall facilitated pre-service teacher-initiated reflection on their teaching. As a result, they were able to frame and reframe their understanding and implement that understanding in their next lessons. Each pre-service teacher, however, went through an individual developmental process in learning to reflect. In their developmental path, turning points were identified that were important for transition into a deeper level of reflection. Our results show that it is important for teacher educators and mentors to recognize the process of development from the very first teaching practicum.     

The making of personal meaning: Some thoughts for teacher educators

Much of the focus in schools today is on teaching critical thinking skills. This article challenges the current practice of teaching thinking as a set of skills and procedures. We propose a more thoughtful way of encouraging learners to make personal meaning of what they are learning by searching for insight, making connections between their past and present learning experiences, and using reflection as a tool for gaining understanding, all of which we do quite naturally.This article focusses on the experience of one post-secondary teacher as she attempts to take a more thoughtful approach to her practice with a class of student teachers. Specific ideas for assisting students in using reflection as a learning tool for furthering understanding and for promoting thoughtfulness are provided.     

Critically Teaching Criticality?: Modeling Social and Pedagogical Inquiry with Literary Texts

Within US teacher preparation programs, critical pedagogy and a desire for social change can lead teacher educators to prioritize transformation of prospective teachers’ beliefs through self-reflection. In pursuit of effective critical pedagogies, teacher educators also need to examine their own practices and beliefs. This self-study, a manifestation of teaching as inquiry, reframes evaluations of teaching away from what students do toward what teachers do. Here I undertake a reflexive examination of my own recursive practice as a teacher educator in children’s literature. Drawing upon a complex notion of teaching and learning, I argue that student learning outcomes are unpredictable, and as a result, successful teacher education should model self-inquiry as a vital part of teaching. Findings show that teaching choices (and omissions) in response to students’ responses led to unintended outcomes that undermined my motivations. I conclude that teacher educators’ self-inquiry and reflection in broader social contexts offers access to critical ways of thinking that underlie their work toward developing similar capacities among their prospective teacher students.     

A “Toolkit” for developing critically reflective science teachers

The purpose of this paper is to describe various “tools” we use to facilitate critical reflection as we teach prospective science teachers. The notion of “tools” refers to materials and experiences used to facilitate prospective teachers’ critical reflection on science teaching and learning. Reflective tools are not intrusive devices used by instructors to analyse mechanically what prospective teachers are learning; rather, these tools are intended to provide prospective teachers with the means to generate and critique their own views of science teaching and learning. Each tool is described herein with respect to its potential use and the way in which it is introduced to prospective science teachers. We conclude with discussion of the potential for reflective tools to contribute to research on reform of science teacher education, with particular attention to primary teacher preparation.     

More than just a group: teacher collaboration and learning in the workplace

Teaching is often characterized as an isolated activity, yet opportunities for teachers to work and learn together in schools are increasing. Underlying this shift is the view that as teachers work on new practices and teaching challenges together, they will express varied perspectives, reveal different teaching styles and experiences, and stimulate reflection and professional growth. Despite strong research interest in teacher learning groups, few studies have looked at the relationship between teachers' conversations and collaboration outside the classroom and their actual classroom teaching. Drawing on data from a larger study of literacy instruction with middle‐school teachers, this article describes how three teachers participated in an ongoing literacy program with a research group. Two were seventh‐ and eighth‐grade language‐arts teachers, the third was a special‐education teacher who taught a substantially separate class of cognitively delayed and learning‐disabled students. Case studies of each teacher draw on meeting observations, classroom observations and interviews to describe how each participated in after‐school meetings, how they used the work of the group in the classroom, and how they brought teaching successes and challenges back to the group. Although each of the teachers participated actively in the teacher learning group and changed their practice, the teachers with the most advanced teaching of literacy practices did not bring that expertise into the teacher group as fully as they might have. The analysis raises questions about how teachers participate and learn and how to structure teacher groups to maximize teacher learning.     

CONNECTING UNIVERSITY SUPERVISION AND CRITICAL REFLECTION: MENTORING AND MODELING

This study reports on the experiences of supervisors in a university teacher preparation program regarding their critical reflection on their practice. This has an impact on the learning opportunities available for their student teachers. Findings include: (a) an understanding of critical reflection is something that builds over time for student teachers through exposure to their supervisor's practice; (b) explicitly modeling, guiding, and communicating the importance of critical reflection in teaching practice through supervisory stance helps teacher candidates develop critically reflective practices and understandings; (c) developing critical reflection in their individual and shared practices takes time for both parties.     

Digital game building: learning in a participatory culture

Background: Research findings indicate that developing good relationships with pupils, managing classroom processes adequately and developing confidence and trust with other teachers are among the aspects of teaching that are found to be challenging. Although many studies conclude that collaborative reflection is a crucial activity for supporting teachers’ professional development in school, studies that focus on what teachers reflect on and how they reflect are more limited.

Purpose: The purpose of the study was to improve our understanding of what situations teachers experience as challenging in their teaching, what types of help they seek when trying to manage such situations and, furthermore, how teachers reflect together on how to develop as teachers, when they have time to collaborate.

Sources of information and method: The study aimed to explore these areas theoretically by bringing together data from, and discussing the implications of (1) an interview study and (2) a formative intervention study which involved teachers from lower secondary schools in Norway working with a researcher–participant. The data were analysed by using the constant comparative method of analyses. By discussing aspects of these two studies together, the research aimed to identify and address some of the theoretical questions pertinent to teacher development.

Findings and conclusions: The analysis and discussion of the data from the two studies illuminates teachers’ recognition of the value of having time to reflect together. It also indicates, however, that it is not only a matter of teachers having time to observe, reflect together and focus on their development processes: the types of discourse used during collaborative reflection must also be suitable. The researcher–participant’s role highlighted the untapped potential to be found by looking into how language is used in dialogues aimed at supporting teacher development. Helping teachers to develop the skills to reflect collaboratively and constructively, in a way that ultimately improves teaching and learning, is therefore an important challenge for teacher education and the education of teachers and school leaders.     

Creating a dialogic environment for transformative science teaching practices: towards an inclusive education for science

Abstract

This paper focuses on the design and application of a teacher training strategy to promote the inclusive education of students with disabilities in the science classroom, through the creation of adult learning environments grounded on the principles of dialogic learning. Participants of the workshop proposal consisted of a group of twelve teachers who were working at various educational levels. Teacher teams proposed and implemented in their classroom, innovative, inclusive science-learning activities about a topic of their choice. Data were collected from interviews with teachers five months after the courses, teachers’ portfolios about their practice during implementation of such sequences, and researchers’ observations. The data suggest that it is possible to stimulate a gradual transformation of teaching practices through a teacher training proposal that promotes self-awareness and critical reflection, situated in the creation of meaning and a willingness to change in the spirit of solidarity and social action. We found elements to recommend the incorporation of these innovations at the curricular and practical level for teacher training schools and for in-service teacher development programmes in Mexico and elsewhere.     

Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers

Understanding what is lacking in the online teaching literature is critical to helping researchers and practitioners develop programs and support mechanisms for online teachers in higher education. This review formulates a critique of the standards- and competency-driven vision of online teaching from the perspective of transformative learning theory, in order to offer an alternative exploration of the professional development of online teachers as adult learners. The results indicate that while research about online teacher roles and competencies guides the development of teacher preparation and training programs, it lacks in terms of addressing the issues of empowerment of online teachers, promoting critical reflection, and integrating technology into pedagogical inquiry. An alternative perspective is suggested that considers teachers as adult learners who continuously transform their meaning of structures related to online teaching through a continuous process of critical reflection and action.     

Learning to teach writing through tutoring and journal writing

Structured reflection on practical teaching experiences may help pre‐service teachers to integrate their learning and analyze their actions to become more effective learners and teachers. This study reports on 12 pre‐service English as a second language (ESL) teachers’ individual tutoring of learners of English language writing. The data of the study are the writing journal entries that the pre‐service ESL teachers maintained during their tutoring experience. These journals had common elements: all were used by the pre‐service teachers to consider what funds of knowledge they bring to their teaching of ESL learners, to evaluate their roles as writers, learners and teachers and to reflect on the educational, social and cultural implications of teaching writing in English to speakers of other languages. This article describes ways in which both native and non‐native English speaking pre‐service teachers adapted their instruction to meet the particular needs of individual ESL writers and what they learned in the process. It provides insight regarding the value of using tutoring and reflection generally in teacher education and specifically in the preparation of teachers of ESL.     

Beyond the student teaching seminar: examining transformative learning through arts-based approaches**

This qualitative study examined the question: How can arts-based approaches facilitate transformative learning in a student teaching seminar? Two teacher educators facilitated a supplemental and voluntary arts-based ST seminar that comprised six, two-hour sessions. Thirty-four student teachers participated over five semesters making use of Theater of the Oppressed and other arts-based activities to process dilemmas they faced in their student teaching contexts. Data included video recordings, photographs, journal reflection, participant artwork, and transcribed focus group interviews. Data analysis employed line-by-line coding to identify critical incidents. We offer examples where pre-service student teachers worked with a dilemma, examined their assumptions, engaged in perspective-taking, and in the process explored new possibilities. Engaging in embodied reflections, naming, imagining, and critically reflecting provided rich opportunity for constructing new ways of thinking and feeling, which could lead to transformative learning. Issues relating to the seminar environment like safety, starting with participants’ dilemmas, and willingness to take risks and ownership in the learning process supported transformative learning in an arts-based student teaching seminar.     

Beyond the ‘good teacher’: guiding pre-service teacher reflections on culturally diverse students

This article explores how reflective practice may be facilitated among pre-service teachers preparing to teach in culturally diverse classrooms. The significance of the mentor teacher’s ability to reveal her/himself as a reflective practitioner in order to promote student reflection is well documented. The article specifically addresses one teacher educator’s approach to offering mentor support with a focus on reflective practices related to cultural diversity. She explores how her ethnographic doctoral study on the classroom participation of adult South Sudanese students in different Australian learning environments has informed her own practice as a teacher, and ways in which her teaching philosophy and values were influenced by the sustained reflection needed to complete the study. By making explicit an aspect of her reflective practice, she aims to add to the growing body of literature on how to engage pre-service teachers meaningfully in reflection on their own classroom practice, especially in relation to teaching to diversity.     

Interactive TV as an option in early childhood teacher education

Abstract

The qualitative study examined the processes and approaches to collaboration, reflection, and dialogue of preservice and mentoring teachers who were engaged in a yearlong internship experience. Within the context of a university course grounded in constructivism, social constructivism, and the concept of teacher as researcher, the study explored the social interactions of the teachers throughout the course of the school day. Teachers were observed in the process of planning and reflecting on daily classroom activities through collaborative meetings with a focus on the teaching and learning process. The preservice teachers were educated in the use of the main principles described by the Reggio Emilia Approach ‐ collaboration reflection, and dialogue (Edwards, Gandini &; Forman, 1998) and thus, served as a guide for the collaborative interactions with the mentoring teachers.     

Features of an Emerging Practice and Professional Development in a Science Teacher Team Collaboration with a Researcher Team

This study concerns teaching and learning development in science through collaboration between science teachers and researchers. At the core was the ambition to integrate research outcomes of science education—here ‘didactic models’—with teaching practice, aligned with professional development. The phase where the collaboration moves from initial establishment towards a stable practice is investigated. The study aims to identifying features of formation and exploring consequences for the character of contact between research and teaching. Specific questions are “What may be identified as actions and arrangements impacting the quality and continuation of the emerging practice?” and “What and in what ways may support teacher growth?” The analysis draws on practice architectures as a theoretical framework and specifically investigates the initial meetings as a practice-node for a new practice, empirically drawing on documented reflections on science teaching, primarily from meetings and communication. The results take the form of an analytical-narrative account of meetings that focused planning, enactment and reflection on teaching regarding the human body. We identify enabling actions such as collaborative work with concrete material from the classroom and arrangements such as the regular meetings and that the collaborative group had a core of shared competence—in science teaching and learning. Constraining were actions such as introducing research results with weak connection to practical action in the school practice and arrangements such as differences between school and university practice architectures and the general ‘oppression’ of teachers’ classroom practice. The discussion includes reflections on researchers’ roles and on a research and practice base for school development.     

Can cooperating teachers help student teachers develop a vision of education?

Abstract

Research in teacher education is increasingly concerned with teachers' visions of education and their sense of calling, mission, and professional identity. Interviews with outstanding cooperating teachers focused on exploring their beliefs on teacher vision, and what makes a good teacher. The teachers were also asked to discuss their beliefs on whether vision—and the independence of spirit that a strong vision is thought to foster—is relevant in their work with student teachers. The teachers revealed a strong sense of why they teach and shared goals around several themes. They also maintained that reflection is key to developing a vision of education. Teacher education programs can support these teachers' views of quality education by developing conceptual frameworks that foster reflection and the development of a vision for education, particularly in the student teaching experience.     

Reflection and theory: conceptualising the gap between teaching experience and teacher expertise

Arising from an inductive reflection on the teaching of an INSET course for rural teachers, this article develops a largely conceptual argument about the role of theoretical knowledge in teacher development. Teachers' experiences – and practical knowledge derived from it – are not sufficient to develop teacher expertise. Theoretical reflection in turn produces qualitatively different insights about teaching and learning, which can provide teachers with conceptual tools to establish new links between what they know and what they do. However, there is very little research evidence about the way experienced yet poorly qualified teachers use theoretical knowledge to reflect about their work