A multiple case study of teachers’ visions and reflective practice

Vaughn, Margaret; Parsons, Seth A.; Keyes, Christopher S.; Puzio, Kelly; Allen, Melony Holyfield

doi:10.1080/14623943.2017.1323731

Cited by 8 publications

(6 citation statements)

References 18 publications

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“…The reflective practice could be described as a way to improve teachers' practice; as an opportunity to renew & understand the effects of teaching; as the ability to reflect on an action to engage in a process of continuous learning; as a way to enhance the teaching process; and used to help teachers modify and craft their instruction to support students' individual instructional, linguistic, and cultural strengths (Rodriguez, 2008;Jacobs, Vakalisa, & Gawe, 2011;Mathew et al, 2017;Moradkhani et al, 2017;Vaughn, Parsons, Keyes, Puzio, & Allen, 2017).…”

Section: Practicing Reflection In Teachingmentioning

confidence: 99%

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Pre-Service Teachers’ Reflective Practice and their Teaching Practicum Beliefs

Cadiz

2022

JIIP

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While learning assessment serves as feedback for teachers in maintaining or improving teaching practice, reflective practice play can be seen in how pre-service teachers plan, design, implement and evaluate their teaching approaches. Practicing reflection can help pre-service teachers starting to embrace the value and passion of teaching which manifests in their professional teaching practice. This study was conducted to determine the reflective practice of pre-service teachers and their teaching practicum experience. Involved in this study were 103 pre-service teachers from the government Teacher Education Institution. The study used self-developed survey questionnaires on pre-service reflective practice and beliefs about their teaching practicum. Results showed that there is a significant relationship between the reflective practice of pre-service teachers and their beliefs about teaching practicum. On the other hand, reflective practice as well as the beliefs of male and female pre-service teachers about their teaching practicum does not have a significant difference. Teacher educators should impart reflective practice as part of their teaching practicum. For further research, a wide scope of study may be conducted involving different Teacher Education Institutions in private and public Higher Education Institutions to verify the findings in this study.

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Section: Practicing Reflection In Teachingmentioning

confidence: 99%

“…Reflective practice is a helpful tool for pre-service teachers, especially new teachers, towards the professional practice of teachers' subjects (Gaciu et al, 2017;Vaughn et al, 2017). Reflective thinking strategies helped pre-service teachers learn from their experiences.…”

Section: Reflective Practice In Teaching Practicummentioning

confidence: 99%

Pre-Service Teachers’ Reflective Practice and their Teaching Practicum Beliefs

Cadiz

2022

JIIP

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“…153-154). "A vision is what a teacher hopes to instill in their students beyond curricular objectives" ( [3], p. 526). Having a vision allows for coherent programming and teaching, and allows for more explicit teaching of social issues.…”

Section: Perspective Taking For Citizenship Educationmentioning

confidence: 99%

“…All teachers followed the same routines, and curriculum including a phonics-based reading program; and, all teachers used a pedagogy of care to guide their practice. When schoolwide approaches are not mandated, teachers activate their own vision for teaching in a variety of ways including reflective practice [3]. Hammerson [9,10] asserts that a teacher's vision should be clear and compatible with the vision of the school if their visions are to be viable.…”

Section: Activating Perspective Taking In Practicementioning

confidence: 99%

21st Century Pedagogies and Citizenship Education: Enacting Elementary School Curriculum Using Critical Inquiry-Based Learning

Cleovoulou¹

2021

Teacher Education in the 21st Century - Emerging Skills for a Changing World

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How elementary teachers address citizenship is important in 21st century teaching and learning. Situating citizenship education within the varied global contexts of schooling and connecting content to pedagogical approach is a complex task. Even so, citizenship education can be the philosophical underpinning, or vision, for a teaching pedagogy that engages students in active, creative, and critical ways. This chapter illustrates key features and priorities for citizenship education by exploring the concepts of perspective taking, inquiry pedagogy and critical pedagogy and how they work together using the example of elementary school Social Studies in a Canadian context. Using examples from previous studies and narratives from elementary school teachers, this chapter includes portraits of classroom teachers’ work using a critical inquiry-based approach. The chapter illustrates how resources can be used in teachers’ planning to design learning that is nestled in citizenship education. Government curriculum documents as well as scholarly literature and teaching resources can support critical-inquiry for citizenship education. This teaching can lead to active, engaged citizens. There are many approaches to citizenship education; drawing awareness to perspectives and pedagogical possibilities is essential in teacher development. Teacher education is the ideal place for introducing and connecting foundations of education to best practice.

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“…The concept of a teacher's vision refers to an educator's personal stance with regard to the values, ideals or educational goals that students should acquire or attain (Fairbanks et al, 2010;Kennedy, 2006;Lefstein & Snell, 2011;Vaughn, Parsons, Keyes, Puzio, & Allen, 2017). Thus, teachers' visions contain two elements; the educational goals of their teaching practice, and how to enact their visions through the work set for students in order to achieve these goals (Parsons, Vaughn, Malloy, & Pierczynski, 2017).…”

Section: Teachers' Visionsmentioning

confidence: 99%

Use of Photo-elicitation to evoke and solve Dilemmas that prompt changes Primary School Teachers’ visions

García-Vera

Rumayor

Cuenca

2020

J. New Approaches Educ. Res.

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The present article investigates the potentialities of photo-elicitation as a technique in teacher professional development. This study analyses the process of eliciting dilemmas in four primary teachers, whose solution has proved to contribute to the teachers´ education. To this end, the effect of different types of external observers' intervention in dilemma generation, participating in sessions developed with a specific photo-elicitation procedure, is explored. The knowledge pursued in order to meet the study objectives concerned inconsistencies between goals and practices and teachers’ dilemmas. These inconsistencies and dilemmas are tacit and with multiple possible interpretations, and are therefore not measurable. They consequently require an interpretative research approach using a qualitative method of inquiry based on collective case studies. The results show that the inconsistencies introduced to the teachers, by questioning their teaching practice, are enough but not necessary to pose professional dilemmas. Solving these dilemmas led the teachers to change their conceptual and processual beliefs, as well as their teaching activities.

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A multiple case study of teachers’ visions and reflective practice

Cited by 8 publications

References 18 publications

Pre-Service Teachers’ Reflective Practice and their Teaching Practicum Beliefs

Pre-Service Teachers’ Reflective Practice and their Teaching Practicum Beliefs

21st Century Pedagogies and Citizenship Education: Enacting Elementary School Curriculum Using Critical Inquiry-Based Learning

Use of Photo-elicitation to evoke and solve Dilemmas that prompt changes Primary School Teachers’ visions

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