Becoming a reflective community of practice

Allard, Carson; Goldblatt, Patricia F.; Kemball, Jacqueline I.; Kendrick, Shirley A.; Millen, K. Judith; Smith, D. M.

doi:10.1080/14623940701424801

Cited by 36 publications

(22 citation statements)

References 17 publications

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“…The potential for rigorous, effective and frank exchanges about aspects of practice within such "safe" contexts was regarded as a major benefit of engaging in the peer development, and may be considered a key mechanism for improvement (Hammersley-Fletcher and Orsmond, 2004;Hendry and Dean, 2002;Peel, 2005). Such exchanges were focused on individuals as learners discussing a joint enterprise within the group, and as such could be deemed learning conversations (Allard et al, 2007;Bell, 2001;Haigh, 2005). However, a key issue that emerged was the need for time to take these conversations further and enable deeper reflection and greater reflexivity to transform practice (Wilcox, 2009).…”

Section: Concluding Commentsmentioning

confidence: 99%

“…Conversations are highly valuable in the learning process because they enable reflection and engage participants in dialogue which "involves participants in exploration and critique of the reasons and assumptions associated with their positions" (Haigh, 2005: 8). Learning conversations are therefore characterised by a focus on the learner(s) and are vehicles to facilitate critical reflection through dialogue (Allard et al, 2007;Bell, 2001). Critical reflection enhanced by dialogue with colleagues is at the heart of peer mentoring and coaching (Feiman-Nemser, 2001;Le Cornu, 2005;Little, 2005;Zwart et al, 2007) whilst the notion of the reflective practitioner (Schön, 1983) has been long recognised as a model to improve practice.…”

Section: Introductionmentioning

confidence: 99%

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Peer development as an alternative to peer observation: a tool to enhance professional development

Byrne

Brown

Challen

2010

International Journal for Academic Development

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Many Higher Education institutions worldwide require that all academic staff undergo a peer observation of teaching each academic year. Within one department in a university in the South of England, questions have arisen about the value and purpose of the traditional "peer observation" process, and as a result a new voluntary system of "peer development" has been introduced. This paper explains the rationale underpinning the new peer development process, and explores its worth and value to those who have participated in it as a mechanism for professional development. Reflections on the process are considered, along with what can be done to improve the new system.

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Section: Concluding Commentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Peer development as an alternative to peer observation: a tool to enhance professional development

Byrne

Brown

Challen

2010

International Journal for Academic Development

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“…Introduction and context Many have argued the merits of reflective practices and promoted its implementation in a range of ways across third level fields of study, most notably: teacher education, language learning, business studies, and health sciences (see, for example , Calderhead 1987;Beyer 1991;Schön 1991;Griffiths 2000;Alger 2006;Allard et al 2007;Rhine and Bryant 2007). This paper examines higher education, where reflective learning means contemplating general or specific contexts, practices, scenarios, problems, or issues, directly or peripherally relevant to the discipline of study.…”

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confidence: 99%

Students’ engagement in reflective tasks: an investigation of interactive and non-interactive discourse corpora

Farr

Riordan

2012

Classroom Discourse

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Reflective learning, a practice carrying relatively high educational value, has been with us for some time. Its popularity has grown to the extent that it is often adopted unquestioningly by educational practitioners. However, there are some important questions to be asked in relation to reflective practice. In reality, its impact on improved and enhanced learning and practice, and ultimately its educational value, cannot be known without further examination, research and consideration. This paper uses evidence from a range of spoken and written corpora to gain some insights into the discourse of reflectivity as it is used by students and educators. The data, collected in a third level educational context, involves students performing tasks widely believed to promote reflection. The spoken data comes from student teachers discussing practice language lessons and their general studies, and the written data comes in the form of student essays, online blogs and online discussions from student teachers, language students, and computer science multi-media gaming students. The corpora are firstly examined for engagement in reflection using levels of contribution and interactivity (quantitatively measured through word counts and utterance length). Secondly, comparative frequency lists are used to generate key lexical items (verbs, adverbs, adjectives, nouns) suggestive of reflective discourse. The analyses suggest that the amount and type of reflection is influenced by the discourse mode, the task, the participants and power dynamics. Ultimately, the objective of this paper is to take a first step towards suggesting a more tangible framework for examining the relatively elusive practice of reflection for educational purposes. In an attempt to do this, it raises some questions and generates further hypotheses for follow-up research investigation.

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“…Teacher reflection is an important tool for teachers to improve their teaching quality while classroom observation provides a medium through which the process of reflection could continue supporting teachers throughout their teaching careers (Cornu 2005;Richards 1991;Zwart, Wubbels, and Bergen 2007). As Allard et al (2007) and Bell (2001) conclude, the key outcome of classroom observation is an enhancement of teacher's critical reflection.…”

Section: Introductionmentioning

confidence: 98%

Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development

Liang

2015

Journal of Education for Teaching

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This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.

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Becoming a reflective community of practice

Cited by 36 publications

References 17 publications

Peer development as an alternative to peer observation: a tool to enhance professional development

Peer development as an alternative to peer observation: a tool to enhance professional development

Students’ engagement in reflective tasks: an investigation of interactive and non-interactive discourse corpora

Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development

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