Reflection in a social space: Can blogging support reflective practice for beginning teachers?

Killeavy, Maureen; Moloney, A. C.

doi:10.1016/j.tate.2009.11.002

Cited by 122 publications

(88 citation statements)

References 10 publications

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“…Deng and Yuen (2011) reported that preservice teachers using blogs mentioned that reading their friend's blogs made favorable contribution to their learning and received emotional support from friends. Killeavy and Moloney (2010) suggested that newly assigned teachers improved their reflective practice on teaching experience through blogs, and a community of practice was established that received support from colleagues by means of blogs.…”

Section: Results Discussion and Recommendationsmentioning

confidence: 99%

Öğretmen Eğitiminde Yansıtıcı Günlüklere İlişkin Öğretmen Adaylarının Görüşleri

Akkoyunlu¹,

Telli²,

Çetin³

et al. 2016

TOJQI

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Section: Results Discussion and Recommendationsmentioning

confidence: 99%

Öğretmen Eğitiminde Yansıtıcı Günlüklere İlişkin Öğretmen Adaylarının Görüşleri

Akkoyunlu¹,

Telli²,

Çetin³

et al. 2016

TOJQI

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show abstract

“…However, while Killeavy and Murphy (2006) argue that mentors successfully supported the professional development of newly qualified teachers, the report regards the development of mentoring as largely unproblematic and focuses more on its capacity for professional support rather than critical co-inquiry. Killeavy and Maloney (2010), in a later study, observed that newly qualified teachers did not demonstrate critical inquiry capacities (p. 1075). The project involved the introduction of a mentoring programme which was designed to assist the personal, professional and pedagogical development of teachers.…”

Section: Mentoring In the Republic Of Irelandmentioning

confidence: 90%

“…In the Republic of Ireland a number of mentoring projects have developed since the late 1990s and their results have been reported (Kiely, 2005;Killeavy & Maloney, 2010;Killeavy & Murphy, 2006;Murphy, 2005). All involve experienced teachers mentoring either newly qualified teachers (beginning teachers) or preservice teachers (student teachers).…”

Section: Mentoring In the Republic Of Irelandmentioning

confidence: 99%

Critical Thinking, Caring and Professional Agency: An Emerging Framework for Productive Mentoring

Simmie

Moles

2011

Mentoring & Tutoring: Partnership in Learning

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In this paper, we report on a mentoring programme which provides an accreditation pathway to a master's level qualification. The paper serves three purposes. First, informed by selected literature on education we caution against expedient reductionist models that are based solely on novice-expert mentoring relationships with limited facility for critical inquiry. Second, we present an evolving theoretical framework for productive mentoring based on our critique of a preferred academic literature and interactions with mentor teachers, school principals and teacher educators. We proactively encourage an awareness of societal norms and traditions that can appear as counterculture to critical thinking. Lastly, we consider some implications for productive mentoring as an academic, caring and professional practice within a continuum of teacher education.Keywords: expedient reductionist models, critical thinking, caring and professional agency, productive mentoring, four principles, contextually responsive.Critical thinking, caring and professional agency:An emerging framework for productive mentoringIn this paper we adopt three different and complementary lenses through which to consider mentoring as an academic and professional practice: the international literature, our own reflective and reflexive dialogue and observations from mentor teachers' efforts to interrogate AN EMERGING FRAMEWORK FOR PRODUCTIVE MENTORING 3 their own professional practices. We contend that when inquiry-driven models of mentoring, encompassing critical thinking, caring and professional agency are contextually responsive, they can be successful in providing meaningful teacher education and professional learning. We present a framework for mentoring, productive mentoring, that is based on four principles, uses an evidence-informed lens, and addresses a multiplicity of mentoring relationships of learning.We caution against expedient reductionist models of mentoring that are based solely on rigid novice-expert relationships with limited facility for critical co-inquiry or sustained networks for professional knowledge generation. During the last four years we have advanced dialogue within the context of a challenging school culture and an awareness of societal norms and traditions that can run counterculture to critical thinking and professional agency. We have regularly and consistently shared, between ourselves and with our students, our own reflective and reflexive positions with regard to teaching, mentoring and education. We have observed the struggles of our motivated mentor teachers as they seek to interrogate their professional practices and the cultural constraints they face in trying to become scholarly and professional mentor teachers.Hargreaves (2003) believes that if the education community accepts teachers working within small budgets and conforming to externally imposed standards, teachers will become "the drones and clones of policymakers' anaemic ambitions'' (p. 2). He advocates an alternative scenario in which "highly sk...

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“…Moreover, Panda (2010) and Laird and Kuh (2005) concurred that student engagement represents both the time and energy students invest in educationally purposeful activities These activities include times spent interacting with their peers and lecturers as well as time engaging in active and collaborative learning activities (Kennedy 2000;Laird and Kuh, 2005). These items are essential not only because previous research has shown that these factors are positively related to academic success in college and university, but also because these elements represent student behaviors and activities that institutions can influence to varying degrees through teaching practices and creating other conditions that foster student engagement (Killeavy and Moloney 2010). Consequently, by institutionalizing practices that increase the time and energy students spend engaging in these types of activities, such as in this study, student teachers engagement in using social media through blogspace with a supportive myUnisa learning management platform may increase.…”

Section: Student Engagement With Social Media Platformsmentioning

confidence: 99%

“…Previous research has indicated that learning communities can have a positive impact on student learning and the level of university student interaction and cooperation (van Wyk, 2013b;Panda 2010). Along with supporting the formation of professional learning communities, social media has the potential to reap the benefits of using technology for academic purposes (Killeavy and Moloney, 2010;Zhao and Kuh, 2004). Research has indicated that there is a positive relationship between academic uses of technology and the occurrences of active and collaborative learning, and the frequency of student-faculty interactions (Laird and Kuh, 2005).…”

Section: Introductionmentioning

confidence: 99%