Enhancing the spaces of reflection

Abstract

Innovation in enhancing the reflective abilities of physical education trainee teachers was explored in this study through establishing peer ‘training buddies’ during their school placements. Opportunities for active engagement in peer- and self-reflection were provided to full-time Post-Graduate Secondary Physical Education trainee teachers ( n = 23). Data were collected through surveys, focus group interviews and trainee reflections shared through online discussion boards. Prior to their first school placement trainees were assigned a peer training buddy. Whilst on placement, they recorded each other teaching a physical education lesson; immediately afterwards, the pair watched the recorded lesson and conducted a joint evaluation. This dialogue allowed them to engage in reflective discussion. The process was repeated during the trainees’ second placement with a different peer training buddy. Grounded theory methodology informed an emergent model of reflective practice. By being and having a training buddy, trainees created, enabled and negotiated their own rules, structures and practices for implementing the process. Common themes emerging from the data pointed to a series of mutually-created spaces: safe – non-judgemental and creating a sense of solidarity; relaxed – non-pressured and conversational; equal – involving all participants at the same stage and status; pedagogic – collaborative and involving the sharing of ideas; negotiated – allowing autonomy and ownership of the process; and alternative – experiencing a different school environment. Trainees endorsed the peer review process as a method of engaging in critical reflection. The data illustrated the positive benefits that can be derived from sharing feedback with a peer. The emergent theory presented suggests that the collaborative spaces created by training buddies enhance reflective ability and practice.

Student teachers’ and in-service teachers’ peer learning: a realist synthesis

“…At the same time, novice teachers in Forbes' (2004) study suggested that their lack of teaching experience did not influence their peer mentoring. Similar findings concerning prior knowledge and experience were also revealed for student teachers (Lamb, Lane, & Aldous, 2013;Ritchie & Peters, 2001;Schuck, 2003).…”

“…Hypothesis 9: PTL activities become more effective when interpersonal factors, such as trust and respect, are taken into account The findings showed that interpersonal factors influenced the success of PTL activities. Trust appeared essential for any activity (Biasutti, 2011;Estebaranz et al, 1999;Eteläpelto et al, 2005;Fransen et al, 2011;Helleve, 2007;Hew & Hara, 2007;Lamb et al, 2013;Shin et al, 2007;Wilkins et al, 2009). As Fransen et al demonstrated: " … mutual trust appears to be conditional" (2011, p. 1109).…”

“…As Fransen et al demonstrated: " … mutual trust appears to be conditional" (2011, p. 1109). Furthermore, sharing experiences was highly valued in a non-threatening space where all partners were perceived equal (Lamb et al, 2013;Ruan & Beach, 2005;So, 2012). Likewise, respecting each other, for instance, if a group member asked questions because they did not understand something, was demonstrated to support the collaboration (Roychoudhury & Roth, 1992).…”

Design and development of a theory-informed peer-led falls prevention education programme to translate evidence into practice: a systematic approach

“…The buddy chosen was usually someone they had interacted with as part of the community organisation volunteer programme. This buddy system was used as a means of support for the peer educator to learn and receive feedback as the presenter practised delivering the presentation (Lamb, Lane, and Aldous 2013). A selfreflection report (Bennett, Rolheiser, and Stevahn 1991) and a fidelity checklist (online supplementary material A.2) (Bellg et al 2004) provided further opportunity to facilitate self-directed learning and to ensure programme fidelity respectively.…”

Systematic Review of Self-Assessment in Physical Education

“…Furthermore, participation strategies such as self-assessment, dialogue qualification, or coassessment are possible in this evaluative model. In the case of PE, different studies have demonstrated the benefits of involving students by using self-assessment situations as well as peer assessment or coassessment [11][12][13][14][15]. Reviews of different works on assessment practices over a range of contexts and points in time in PE reveal that despite the prevalence of the formative assessment paradigm, grading models continue to predominate in PE teachers' evaluative practices, with low student participation [16][17][18].…”