Exploring critical reflection in a virtual learning community in teacher education

Miller, Libbi R.; Nelson, Frederick Peinado; Phillips, Emy Lopez

doi:10.1080/14623943.2021.1893165

Cited by 6 publications

(2 citation statements)

References 20 publications

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“…Such data-based reflection activities can be a basis for deciding whether to modify and/or reinforce their beliefs and practices in the future (Baxter et al, 2021;Farrell, 2018;Mann & Walsh, 2017). Hence, the teaching-related decisions informed by their reflection enable teachers to grow professionally (Alemi & Tajeddin, 2020;Miller et al, 2021;Uştuk & De Costa, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Appreciative Collaborative Reflection to Catalyze Indonesian EFL Teachers’ Identity Configuration in a Teacher Professional Education Program

Ardi¹,

Widyaningsih²,

Widiati³

2023

E&SD

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Collaborative reflection helps teachers make meaning of their professional selves. For this reason, the infusion of appreciative inquiry into collaborative reflection can strengthen the formation of teacher identity. This case study aimed to investigate how appreciative collaborative reflection catalyzed the configuration of EFL teachers' professional identities during a three-month offline teacher professional education program in Indonesia. Three EFL teachers attending the professional education program and belonging to the same group during the reflection activities took part in the current study. During the activities, the three participants showed an interpersonal bond within the group. Data in the form of narratives were obtained through a semi-structured focus group discussion with the participants. A thematic analysis was conducted to discover the data's emerging themes regarding the affordance of the reflection in accelerating teachers’ professional identity formation. The findings revealed that appreciative collaborative reflection catalyzed teachers' professional identity configuration through recollections of professional experiences, equal engagement and interconnectedness, and positivity. The data-led, personal, collaborative, and appreciative reflection fostered the cultivation of positive personal selves. It is necessary that identity-related reflections be incorporated into teacher professional development programs to help teachers cultivate and purify their professional calling.

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Section: Literature Reviewmentioning

confidence: 99%

Appreciative Collaborative Reflection to Catalyze Indonesian EFL Teachers’ Identity Configuration in a Teacher Professional Education Program

Ardi¹,

Widyaningsih²,

Widiati³

2023

E&SD

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“…Research consistently finds that critical reflection is more effective than other, more expository instructional approaches, irrespective of face-to-face, hybrid to online modes of instruction (Ananga & Biney, 2017;Misra, 2021;Rossini et al, 2021;Megahed & Hassan, 2021). Research also finds that constructing critical reflection processes in online spaces offer several benefits for this evolutionary process (Burke & Larmar, 2021;Zeivots et al, 2021;Peimani & Kamalipour, 2021;Miller et al, 2021). Among these benefits are that online spaces are asynchronous which provide time to reflect, review concepts, respond and deliberate with others as one can respond any time after work and home obligations.…”

Section: Introductionmentioning

confidence: 99%

Civic Engagement

Chadha

2023

International Journal of Web-Based Learning and Teaching Technologies

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Based on the past sixteen years of experience with an online collaborative endeavor offered across differing university types, as well as modes of instruction, the best practice found that by fostering student peer exchanges on a collaborative web site students reached a high level of achievement in these courses. Findings indicate that despite differences in institutions or modes of instruction, students were academically reflective in their peer discussions on the site across geographic boundaries. This best practice concludes that a collaboration with a peer interactive design has an important place in any discipline's goals. It provides the development, implementation, and evaluation of a collaborative interactive online teaching process for incorporation across any disciple, which is an ongoing concern for educators, program designers, university administrators, technical and administrative staff, institutional decision makers, training managers, and publishers on the development and delivery of pedagogical content.

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Shared values and beliefs of classroom teachers who operate as transformative intellectuals in online communities

Clancy

2021

Educational Media International

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Exploring critical reflection in a virtual learning community in teacher education

Cited by 6 publications

References 20 publications

Appreciative Collaborative Reflection to Catalyze Indonesian EFL Teachers’ Identity Configuration in a Teacher Professional Education Program

Appreciative Collaborative Reflection to Catalyze Indonesian EFL Teachers’ Identity Configuration in a Teacher Professional Education Program

Civic Engagement

Shared values and beliefs of classroom teachers who operate as transformative intellectuals in online communities

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