Reframing one's teaching: Discovering our teacher selves through reflection and inquiry

Freese, Anne Reilley

doi:10.1016/j.tate.2005.07.003

Cited by 206 publications

(111 citation statements)

References 17 publications

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“…Thus, the ways to the knowledge and development in this stage were of retrospective character which deals only with what has gone before, not anticipatory reflection of what is going to happen in the future of my practices (Freese, 2006). This can assess the feeling I had that the gain of new knowledge was limited and might be rare.…”

Section: A Teachers' Role In the Professional Development Programmesmentioning

confidence: 99%

Stages of Teacher's Professionalism: How Are English Language Teachers Engaged?

Alsalahi¹

2015

TPLS

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Abstract-Teaching as a legitimate profession where teachers could practise their teaching and decide on their professionalism has been under debate over the last two decades. This study reflectively discusses the changing of building and developing teacher's professionalism in Saudi Arabia. It draws on my teaching journey as an English language teacher and the established theoretical framework. In order to gain in depth understanding of this issue, the study utilized small scale study to investigate teacher professionalism issues that disempower Saudi teachers from being legitimate in their profession to bring clear illustration about teachers' beliefs and practices of their professionalism. Three Saudi teachers reported that top down policy decisions regarding their professionalism, their supervisors as well as head teachers practices and cultures of teachers' education impacted negatively on their professionalism. They discussed in depth how the context of their teaching impacted on their professionalism. Specifically, the study aimed to explore whether teachers are able to practise their identity and agency as legitimate in their professionalism. Interviews were used to collect data then were transcribed, coded and thematically analyzed. One of its findings is teachers' visualizing their professionalism and they recognize themselves as legitimate teachers. The other findings were discussed and recommendations developed to help Saudi English Language teachers and Ministry of Education in Saudi Arabia, as well as researchers in the future.

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Section: A Teachers' Role In the Professional Development Programmesmentioning

confidence: 99%

Stages of Teacher's Professionalism: How Are English Language Teachers Engaged?

Alsalahi¹

2015

TPLS

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“…A number of practical methods have been introduced in pre-service education to support identity reflection and the formation of a more thorough understanding of self. These methods include the guided use of action research (Freese, 2006), the sharing of teachers' autobiographical stories (Le Fevre, 2011) and the use of metaphors (Thomas and Beauchamp, 2011). Despite these innovations, teacher education still does not appear to provide adequate support for identity development (Ruohotie-Lyhty, 2013).…”

Section: Identity and Agency In Teacher Developmentmentioning

confidence: 99%

Identity, agency and community: reconsidering the pedagogic responsibilities of teacher education

Moate

Ruohotie‐Lyhty

2014

British Journal of Educational Studies

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“…Öğretmen eğitiminde öğrettiğinin üstüne düşünme becerilerinin geliştirilmesi çok önemlidir (Farrell, 2007;Freese, 2006;Lougran, 2002). Öğretmen adaylarının, alan deneyimleri hakkında konuşup deneyimlerini paylaşarak bu deneyimleri bilgiye dönüştürmeleri gerekmektedir.…”

Section: Geni̇şleti̇lmi̇ş öZunclassified

“…There is a general agreement that developing reflective skills is a valuable aim in teacher education (Farrell, 2007;Freese, 2006;Lougran, 2002). Integrating reflection-based tasks into field-based experiences benefits both pre-service teachers and teacher educators by helping them to better understand the process of becoming a teacher.…”

Section: Introductionmentioning

confidence: 99%

Pre-Service Language Teachers’ Reflections on the Implementation of a Blended-Learning Environment

Satar¹,

Akcan²

2014

TOJQI

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The study investigated pre-service language teachers' reflections about a 20-week blended-learning environment. An online social presence training developed by Hauck and Warnecke (2012) was introduced to the face-to-face practicum course during the fall term and the pre-service teachers were immersed in an online learning environment where they can practice their newly acquired skills during the spring term. The course was also a combination of pedagogical and technical training as the pre-service teachers not only learned how to use different tools to participate online, but also experienced using them for teaching and learning purposes whilst constantly reflecting on their practice. The design of this study was a descriptive case study. 42 pre-service language teachers participated in this study during the fall semester and 25 during the spring semester of 2012-2013 academic year. Canvas was used as the learning management system in which the participants created audio/visual or written introductions and weekly discussions on the discussion board. The data collection included online forum participations and journal entries per participant at certain intervals throughout the course to obtain participants' ongoing reflections about the course. The results obtained from an analysis of the participants' journal and forum entries indicated that social presence training enhanced their awareness towards the active use of the online platform; however, the design of the task affected the level of motivation and communication among the preservice language teachers. The discussion emphasizes the significance of the interrelationship between task design and the maintenance of participation in a blended-learning environment.Keywords: Blended learning; online tools; social presence; reflection; teacher education Öz Bu çalışma yabancı dil öğretmen adaylarının kendilerine sunulan 20 haftalık bir harmanlanmış öğrenme ortamı hakkındaki görüşlerini araştırmayı amaçlamaktadır. Hauck ve Warnecke (2002) tarafından geliştirilen ve çevirimiçi bir eğitim olan sosyal bulunuşluk eğitimi güz döneminde sunulan ve yüz yüze sunulan okul deneyimi dersi kapsamına dahil edilmiştir. Bahar döneminde ise öğretmen adayları okul deneyimi seminer dersi kapsamında sunulan çevirimiçi öğrenme ortamında yeni öğrendikleri becerileri kullanma imkanı bulmuşlardır. Harmanlanmış öğrenme ortamı ile hem pedagojik hem de çevrimiçi ile ilgili teknik eğitimin vurgulandığı derste öğretmen adayları yalnızca çevirimiçi ortamlara katılırken farklı araçları nasıl kullanacaklarını öğrenmekle kalmamış aynı zamanda sürekli olarak deneyimlerini değerlendirerek bu araçları öğrenme ve öğretme ortamlarında nasıl kullanabileceklerini deneyimlemişlerdir.Turkish Online Journal of Qualitative Inquiry, July 2014, 5(3) 43Bu çalışmanın araştırma yöntemi tanımlayıcı durum çalışmasıdır. Çalışmaya 2012-2013 eğitim-öğretim döneminde güz döneminde 42, bahar döneminde de 25 yabancı dil öğretmen adayı katılmıştır. Çalışmada eğitim yönetim sistemi olarak Canvas kullanılmıştır. Sist...

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Reframing one's teaching: Discovering our teacher selves through reflection and inquiry

Cited by 206 publications

References 17 publications

Stages of Teacher's Professionalism: How Are English Language Teachers Engaged?

Stages of Teacher's Professionalism: How Are English Language Teachers Engaged?

Identity, agency and community: reconsidering the pedagogic responsibilities of teacher education

Pre-Service Language Teachers’ Reflections on the Implementation of a Blended-Learning Environment

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