Connecting reflective practice, dialogic protocols, and professional learning

Introducing Social Emotional Learning to Music Education Professional Development

“…Dialogue and collaboration with colleagues are often associated with quality reflective practice. This includes making sure all voices are heard, active listening, respect, and a willingness to explore varied solutions to issues (Nehring, Laboy, & Catarius, 2009). Reflective dialogue as PD could improve practice in the field of education (Nehring et al, 2009).…”

“…This includes making sure all voices are heard, active listening, respect, and a willingness to explore varied solutions to issues (Nehring, Laboy, & Catarius, 2009). Reflective dialogue as PD could improve practice in the field of education (Nehring et al, 2009). Nehring et al (2009) suggested a questionnaire based on personal responses to a seminar addressing a common text could be a valuable PD experience.…”

“…Reflective dialogue as PD could improve practice in the field of education (Nehring et al, 2009). Nehring et al (2009) suggested a questionnaire based on personal responses to a seminar addressing a common text could be a valuable PD experience. Connection to individual experience was a critical element to personally reflecting on the text.…”

The professional learning community as subversive activity: countering the culture of conventional schooling

“…There are at least two reasons to believe this is true: the data from this study suggest that, for some teachers, beliefs and practices were gradually shifting during the first year of this initiative; and reflective dialogue, central to the purpose and process of this initiative and others like it that aspire to create a PLC, has been demonstrated to create new knowledge and promote double loop learning, the kind of learning needed if a culture is to change (Isaacs 1999, Nehring et al 2010.…”

Teaching professional development at university: a perspective from leadership

“…Nevertheless, they do not forget the relevance that each teacher has as an individual, since they are aware of the fact that improvement processes need to be placed within their own personal and professional experiences (Wasser & Bresler, 1996). On the other hand, they are conscious of the value reflexive dialogue has as a tool to solve organisational problems, in the sense described by many management researchers (Schon, 1983;Senge, 1990;Isaacs, 1999;Nehring, Laboy & Catarius, 2010) For coordinators, it is equally unquestionable that the teachers' participation in the NRUTP has allowed them: -To adopt a new approach to the procedures and techniques used to estimate the time and effort students dedicate to achieve the learning objectives proposed to them. -To ease a change in their attitudes towards teaching, focusing it on the students' work and not on their own teaching performance.…”