Investigating teachers' ‘take-up’ of reflective practice from an In-service professional development teacher education programme in South Africa

Reed, Yvonne; Davis, Harriet; Nyabanyaba, Thabiso

doi:10.1080/09650790200200185

Cited by 27 publications

(12 citation statements)

References 8 publications

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“…Along similar lines Brookfield (1993) believes that it is quite possible to liberate ourselves form the confinements of our classroom by "questioning and then replacing or reframing an assumption which is accepted as representing dominant common sense by a majority" (p. 66, cited in Hillier, 2005, p. 14). Ronald Schon's ideas and oeuvre on reflective teaching have contributed a lot to the development and expansion of reflection (Farrell, 2004;Reed, Davis, and Nyabanyaba, 2002;Stanley, 1998;Zeichner & Liston, 1996). Reflection-in-action includes visions, understandings and awareness teachers capture in the moment of teaching; reflection-on-action includes considerations, interpretations, deliberations and thoughts given to what happened in the classroom in the moment of teaching (Reed, Davis, and Nyabanyaba, 2002).…”

Section: Origins Of Reflection and Reflective Teachingmentioning

confidence: 99%

“…Ronald Schon's ideas and oeuvre on reflective teaching have contributed a lot to the development and expansion of reflection (Farrell, 2004;Reed, Davis, and Nyabanyaba, 2002;Stanley, 1998;Zeichner & Liston, 1996). Reflection-in-action includes visions, understandings and awareness teachers capture in the moment of teaching; reflection-on-action includes considerations, interpretations, deliberations and thoughts given to what happened in the classroom in the moment of teaching (Reed, Davis, and Nyabanyaba, 2002). As Farrell (1998) puts it, "Reflection-in-action is concerned with thinking about what we are doing … Reflection-on-action deals with thinking back on what we have done to discover how our knowing-in-action may have contributed to an unexpected action" (p. 12).…”

Section: Origins Of Reflection and Reflective Teachingmentioning

confidence: 99%

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Beyond Method: The Rise of Reflective Teaching

Fat¹,

Tabataba²,

Behzadpour³

2011

IJEL

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Some recent changes in ELT and teacher education has led to the shift of attention and orientation from positivistic views of language teaching towards a process-oriented constructivist views in which learning is viewed as an active process where learners reflect upon their current and past knowledge and experiences to generate new ideas and concepts. One major ramification of this dramatic shift was the demise of method and the emergence of post method condition. In this paper it is proposed that in the quest for something in lieu of method, reflective teaching has been considered as a solution to the problems teachers face in the ‘beyond method’ era. Then, it is revealed that reflective teaching has its own drawbacks and deficiencies. And finally, the origin and the components of teacher reflection have been briefly touched upon

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Section: Origins Of Reflection and Reflective Teachingmentioning

confidence: 99%

Section: Origins Of Reflection and Reflective Teachingmentioning

confidence: 99%

Beyond Method: The Rise of Reflective Teaching

Fat¹,

Tabataba²,

Behzadpour³

2011

IJEL

View full text Add to dashboard Cite

show abstract

“…These workshops must be conducted in a setting of security and tolerance, allowing the participating teachers to express their individual fears, feelings, preferences, interests and attitudes freely. Participants should also be given the time to record their thoughts in a reflective journal or diary (Reed, 2002).…”

Section: Introductionmentioning

confidence: 99%

The Power of Reflective Writing for Early Childhood Teachers in Palestine

Khales

2015

WJE

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This research aimed to highlight the power of reflective writing for early childhood teachers in Palestine, seven teachers in Palestine participated in this qualitative study, they were asked to write their reflections for 18 months. Data was gathered using semi-structured interviews and reflective writing journals. Data was analyzed using thematic analysis approach in order to determine the possible effects of using reflective writing with teachers on developing their reflective thinking. The results of the study indicated that reflective writing was capable of developing teachers' reflective thinking and helped them to change their attitudes toward themselves and empower them as well.

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“…It is generally presumed that being more reflective leads to being a better teacher (see Reed et al, 2002). The encouragement of critical reflective practice so that NQTs may become active agents in their own professional learning and self-direction (Bleach, 1997;Tickle, 2001), and in formulating a vision of progression beyond the NQT period (Harrison, 2001(Harrison, , 2002 may have implications for NQT retention within the profession.…”

Section: Introductionmentioning

confidence: 99%

How will this help me? evaluating an accredited programme to enhance the early professional development of newly qualified teachers

Rhodes

Nevill

Allan

2005

Journal of In-Service Education

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This article reports on the evaluation of an accredited programme to enhance the early professional development of newly qualified teachers within the Black Country region of the English West Midlands. Newly qualified teachers participating in the accredited programme, their induction tutors, newly qualified teachers not participating in the accredited programme and local education authority officers offer feedback on the successes and shortcomings of the programme. Analysis shows that the programme outcomes are of relevance to newly qualified teacher stakeholders and that the programme is meeting its planned outcomes. It is also shown that the programme is perceived as effective in fostering reflective practice amongst newly qualified teachers, and has impacted positively upon their personal and professional development. There is evidence that the programme offers clear linkage to a vision of early professional development progression beyond the induction period. Gender and sector differences in response to facets of programme choice, helpfulness and support are demonstrated. Difficulties in terms of induction tutor engagement, non-participation and programme management still remain. Potential longer-term benefits to be studied in subsequent cohorts include programme impact on developing teacher identity, professionality, job satisfaction and retention within the profession.

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Investigating teachers' ‘take-up’ of reflective practice from an In-service professional development teacher education programme in South Africa

Cited by 27 publications

References 8 publications

Beyond Method: The Rise of Reflective Teaching

Beyond Method: The Rise of Reflective Teaching

The Power of Reflective Writing for Early Childhood Teachers in Palestine

How will this help me? evaluating an accredited programme to enhance the early professional development of newly qualified teachers

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