Differences in teachers’ comments on classroom events as indicators of their professional development

Krull, Edgar; Oras, Kaja; Sisask, Sirjie

doi:10.1016/j.tate.2006.02.001

Cited by 54 publications

(42 citation statements)

References 21 publications

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“…Krull, Oras & Sisask, 2007;Harford & MacRuairc, 2008;Fernandez, 2010). Yet the notion of critical reflection is not well-developed or explored within the field.…”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…Within educational contexts, critical reflection is often associated with spoken discourse and because of its flexible character, it is viewed as a central part of teacher education for unpacking privileged positions and empowering participants to adopt valued professional positions (e.g. Krull, Oras & Sisask, 2007;Harford & MacRuairc, 2008;Fernandez, 2010).In developing theories of teaching in teacher education programs, there is often a focus on personal reflections in response to concrete examples of teaching (such as in microteaching or in video-based teaching segments where the teachers can see examples of the various practices). These practices use critical reflection to enable teachers to explore multiple possible perspectives while also building in opportunities to compare and contrast those perspectives to make more salient specific elements of what they have observed (Zhang, Lundeberg, Koehler & Eberhardt, 2011).…”

mentioning

confidence: 99%

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Structured Reflective Communication as a Meta-Genre in Teacher Education: Creative Uses of Critique in a Teacher Education Program

Starks

Nicholas

Macdonald

2012

AJTE

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IntroductionThis paper develops an expanded, collaborative and structured view of the process of critiquing observed lesson fragments and shows how this process can be used as a model for developing students' understanding and thinking about teaching and learning processes. We introduce Carter's (2007, 392) notion of a meta-genre, " [a] way of doing instantiated in written genres" to frame this overall approach. We show how a specific meta-genre "structured reflective communication" can be used in two ways: 1) to challenge beginning teachers to articulate a personal teaching theory in response to an observation of a videoed teaching excerpt and 2) to show how its use can inform lesson planning. In this process of viewing, reflecting and re-contextualising critical reflection within a meta-genre of structured reflective communication, new opportunities are created for the use of critique. As Kumaravadivelu (2006) advocates, this process helps make explicit beginning teachers' views about the roles of students and teachers and how they connect with personal teaching theories. Although there is an extensive literature in the area of critical reflection (Smyth, 1989;Schön, 1983;1987;Harrison et al, 2005), in much of teacher education, critical reflection is a gloriously fuzzy concept, a synonym for a personal reflection exercise as well as for both structured and unstructured discussions. Within educational contexts, critical reflection is often associated with spoken discourse and because of its flexible character, it is viewed as a central part of teacher education for unpacking privileged positions and empowering participants to adopt valued professional positions (e.g. Krull, Oras & Sisask, 2007;Harford & MacRuairc, 2008;Fernandez, 2010).In developing theories of teaching in teacher education programs, there is often a focus on personal reflections in response to concrete examples of teaching (such as in microteaching or in video-based teaching segments where the teachers can see examples of the various practices). These practices use critical reflection to enable teachers to explore multiple possible perspectives while also building in opportunities to compare and contrast those perspectives to make more salient specific elements of what they have observed (Zhang, Lundeberg, Koehler & Eberhardt, 2011). Since many of these perspectives are partial (Beyer & Davis, 2009), a consequence of acknowledging and incorporating them into teacher education processes is that they open up multiple ways of thinking about teaching.The personalised nature of critical reflection allows individuals to highlight selective aspects of what has been observed. This is a key point in its strength because appropriate scaffolding allows the different positions to be contrasted with one another and their motivations and consequences explored. However, the backward-looking nature of this strength (the focus on what was observed) is also one of its weaknesses. Without explicit direction forward, there is often no automatic connection with...

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“…Krull, Oras & Sisask, 2007;Harford & MacRuairc, 2008;Fernandez, 2010). Yet the notion of critical reflection is not well-developed or explored within the field.…”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Structured Reflective Communication as a Meta-Genre in Teacher Education: Creative Uses of Critique in a Teacher Education Program

Starks

Nicholas

Macdonald

2012

AJTE

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“…Clarke, 1997;Powell, 2005). There are benefits for participating teachers reflecting on their own work, but also valuable and often missed (Alexander, 2000) potential insights to be contributed by learners, and alternative, perceptive and, as Krull, Oras, and Sisask (2007) found, critical insights that can be contributed by uninvolved teachers.…”

Section: The Challengementioning

confidence: 99%

Using video and dialogue to generate pedagogic knowledge: teachers, learners and researchers reflecting together on the pedagogy of social research methods

Nind

Kilburn

Wiles

2015

International Journal of Social Research Methodology

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Developments in pedagogical knowledge in the teaching of social research methods have largely been generated through teachers reflecting on their practice. This paper presents an alternative approach to generating data through reflective dialogue between researchers, teachers and learners. The approach incorporates elements of video stimulated recall and reflective dialogue within focus group interviewing. The rationale and affordances are discussed in relation to the goals of discussing teachers' pedagogical decision-making and learners' experience of, and response to, various pedagogical practices. The context is a study of capacity-building short courses in advanced social science research methods, specifically courses on: multi-modal analysis, computer-assisted qualitative data analysis software, multi-level modelling, and systematic review. The paper examines the methodological challenges of capturing the everyday realities of methods classrooms for teachers and learners and the affordances of using dialogue on observed teaching sessions to gain further insight into each other's thinking and action. It concludes with lessons learned about methodological and pedagogical processes and an argument about the value of bringing methods and standpoints together in creative dialogue.

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“…Récemment, plusieurs études reposent sur les commen taires des formés et des formateurs de terrain face aux images vidéo de l'activité du stagiaire. Cette méthodologie, basée sur ce qui est dit sur la pratique en classe par les stagiaires, plus proche de leur activité, est pensée pour identifier les différences de stratégie d'observation et de perception des évé-nements en classe entre stagiaire et tuteur (Krull et al, 2007), pour apprécier l'influence du travail d'analyse vidéo sur la relation tutorale (Whitehead & Fitzgerald, 2007), ou encore pour témoigner d'une amélioration de la posture réflexive des enseignants stagiaires (Schepens et al, 2007). Au travers de ces résultats, on peut identifier un premier paradoxe : alors que les recherches placent le tutorat au centre teurs sur les conceptions pédagogiques des enseignants débutants (Daguzon & Goigoux, 2007).…”

Section: Les Paradoxes Des Recherchesunclassified

Le tutorat en formation initiale des enseignants : orientations récentes et perspectives méthodologiques

Moussay¹,

Étienne²,

Méard³

2009

rfp

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Differences in teachers’ comments on classroom events as indicators of their professional development

Cited by 54 publications

References 21 publications

Structured Reflective Communication as a Meta-Genre in Teacher Education: Creative Uses of Critique in a Teacher Education Program

Structured Reflective Communication as a Meta-Genre in Teacher Education: Creative Uses of Critique in a Teacher Education Program

Using video and dialogue to generate pedagogic knowledge: teachers, learners and researchers reflecting together on the pedagogy of social research methods

Le tutorat en formation initiale des enseignants : orientations récentes et perspectives méthodologiques

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