Disrupting the neoliberal discourse of teacher reflection through dialogical-phenomenological texts

Sulzer, Mark A.; Dunn, Mandie B.

doi:10.1080/14623943.2019.1651713

Cited by 11 publications

(3 citation statements)

References 15 publications

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“…Teacher collaboration is a familiar trope (Hargreaves, 2019) but how collaboration is planned and organised matters. As a part of the process of teachers undertaking development activities, creating opportunities for having a shared perceptual field, for example through coteaching (Gallo-Fox and Scantlebury 2016), reciprocal coaching (Bai, Song, and Zhang 2019) or dialogical reflection (Sulzer and Dunn 2019), offers scope for reducing the fear of vulnerability that can arise when performance is one-sided (Dolezal 2017;Hoff 2016). Collaborative practitioner research (Christie and Menter 2009;Shen and Bai 2019) also suggests the potential for powerful shared professional growth.…”

Section: ) Support To Create a Shared Perceptual Field For Developmen...mentioning

confidence: 99%

Enhancing professional empathy to mitigate for marginalisation and the critical gaze in teacher development: a phenomenological framework

Campbell

2022

Journal of Education for Teaching

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Empathy is a form of perception in which individuals access the perspectives of others about the world in order to build knowledge about it. It is also a source of self-knowledge because, as a consequence of learning how others see us, we can regulate and refine how we see ourselves. Empathy is, therefore, an important capacity through which social cohesion is created. The aim of this paper is to consider the role of professional empathy between teachers when they engage in collective professional development activities, recognising that fear of the critical gaze and the potential for shame can inhibit participation. In order to do this, phenomenological ideas in relation to the formation of social bonds and empathy are explored. Ideas of professional visibility as a form of vulnerability are also examined. This paper explores the importance of professional empathy then posits the need for it to promote effective collective teacher development. A framework for enabling a culture of professional empathy in support of teacher professional growth is offered that highlights the need for three simultaneous forms of engagement; the collective, the interpersonal and the individual.

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Section: ) Support To Create a Shared Perceptual Field For Developmen...mentioning

confidence: 99%

Enhancing professional empathy to mitigate for marginalisation and the critical gaze in teacher development: a phenomenological framework

Campbell

2022

Journal of Education for Teaching

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“…Banyak penelitian yang menungkap kebermanfaatan dari praktek refleksi yang dilakukan guru. Guru dapat menemukan kelebihan dan kekurangan serta memberikan orientasi untuk perbaikan pembelajaran selanjutnya (Philipsen, dkk., 2019;Singh, dkk., 2019;Stenberg, dkk., 2016;Sulzer & Dunn, 2019).…”

Section: Pendahuluanunclassified

Refleksi Diri dan Pengetahuan Pedagogi Konten Guru Biologi SMP melalui Analisis Rekaman Video Pembelajaran

Nugraha¹,

Widodo²,

Riandi³

2020

JPSI

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Kegiatan refleksi diri dapat membantu dan memfasilitasi guru untuk meningkatkan kualitas kegiatan pembelajaran. Selain itu, masukan yang diperoleh oleh guru selama melakukan refleksi diri dapat meningkatkan pengetahuan pedagogi konten guru. Tujuan penelitian ini adalah untuk menguji penggunaan rekaman video sebagai alat efektif praktik reflektif untuk guru. Subjek penelitian terdiri dari empat guru biologi yang telah terlibat dalam kegiatan lesson study di Kabupaten Sumedang, Jawa Barat, Indonesia. Subjek penelitian dipilih berdasarkan kesamaan materi pembelajaran yang didokumentasikan pada kegiatan open lesson, yaitu pada materi sistem pernapasan manusia. Pada penelitian ini, subjek penelitian terlibat dalam dua kegiatan. Pertama, para peserta sebagai subjek penelitian melakukan analisis refleksi diri dari video pembelajaran mereka sendiri. Kedua, para peserta melakukan analisis refleksi diri menggunakan video pembelajaran dari guru lain. Data dianalisis dengan kategorisasi jawaban refleksi diri kemudian diikuti dengan kegiatan wawancara. Hasil wawancara kemudian ditranskrip untuk klarifikasi dengan hasil jawaban refleksi diri. Hasil penelitian menunjukkan bahwa melakukan analisis diri dengan menggunakan rekaman video menjadikan para guru menyadari kelebihan dan kekurangan sesi pembelajaran yang mereka lakukan dan memberikan ide-ide baru untuk perbaikan di masa mendatang.

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“…Chang (2019) berpendapat bahwa refleksi dapat meningkatkan hasil pekerjaan peserta didik dengan cara mengidentifikasi masalah yang tidak jelas dan diabaikan serta mencari strategi untuk menyelesaikan. Melalui kegiatan refleksi dapat diketahui kelebihan serta kekurangan dan mampu memberikan upaya perbaikan pembelajaran selanjutnya (Philipsen dkk., 2019;Singh dkk., 2019;Stenberg dkk., 2016;Sulzer & Dunn, 2019). Berdasarkan uraian di atas maka penelitian ini bertujuan untuk meningkatkan kemampuan mahasiswa dalam menyusun perangkat pembelajaran melalui refleksi diri pada mata kuliah Pendidikan IPA Sekolah Dasar.…”

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Peningkatan Kemampuan Mahasiswa Pendidikan Guru Dalam Menyusun Perangkat Pembelajaran Melalui Refleksi Diri Pada Mata Kuliah Pendidikan IPA Sekolah Dasar

Saputri*

Adi²,

Hastuti³

et al. 2023

JPSI

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The ability of elementary school teacher education students at Yogyakarta State University in compiling learning tools is still low. It is proven from the results of the learning tools that are not in accordance with the writing procedures and characteristics of elementary school students, the content is not appropriate, and the components are not complete. The solution that can be done is to do self-reflection on the learning tools they have arranged. This study aims to improve the ability of teacher students in compiling learning through self-reflection in the Elementary School Science Education course. This research uses the classroom action research method. The subjects of this study were 4th-semester Elementary School Teacher Education students in class C. The data were processed and analyzed descriptively, quantitatively, and qualitatively. The results showed that the student's ability in preparing science learning tools had an average initial score of 75.43 and increased to 95 after the first cycle was carried out by self-reflection through the instrument. The student's ability increased again after the second cycle was carried out by adding treatment in the form of giving instruments and conducting peer discussions and expert experts. This increase obtained an average score of 98. It was concluded that self-reflection can help students analyze shortcomings and find solutions and make improvements so that they can develop good science learning tools as a provision to become professional teachers

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Disrupting the neoliberal discourse of teacher reflection through dialogical-phenomenological texts

Cited by 11 publications

References 15 publications

Enhancing professional empathy to mitigate for marginalisation and the critical gaze in teacher development: a phenomenological framework

Enhancing professional empathy to mitigate for marginalisation and the critical gaze in teacher development: a phenomenological framework

Refleksi Diri dan Pengetahuan Pedagogi Konten Guru Biologi SMP melalui Analisis Rekaman Video Pembelajaran

Peningkatan Kemampuan Mahasiswa Pendidikan Guru Dalam Menyusun Perangkat Pembelajaran Melalui Refleksi Diri Pada Mata Kuliah Pendidikan IPA Sekolah Dasar

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