Teachers Talking, Teachers Reflecting: how do teachers reflect on their practice? A case study

Naysmith, John; Palma, Albertina Ortega

doi:10.1080/1354060980040105

Cited by 8 publications

(3 citation statements)

References 4 publications

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“…In the present study, we could clearly detect a disparity between Hannele's utterances in the group and what she wrote in her diary and later reflections. While students may find writing more demanding than group discussion (Naysmith and Palma 1998), it undoubtedly offers more time to ponder and arrange one's thoughts, and to relate those thoughts to the relevant academic literature. To facilitate deeper reflection (both emotional and rational), we propose that peer group mentoring sessions and similar activities in teacher education should be paired with other forms of reflection such as reading, writing and storytelling.…”

Section: Discussionmentioning

confidence: 99%

The challenges to discussing emotionally loaded stories in Finnish teacher education

Lassila

Jokikokko

Uitto

et al. 2017

European Journal of Teacher Education

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It has been increasingly acknowledged that emotions are a significant dimension in teachers' work and professional development, and an inseparable part of reflection promoted in the research-based teacher education. However, at the same time the difficulty of prompting student teachers to reflect on their emotions in teacher education has been recognised. This article focuses on this difficulty by examining how emotionally loaded stories about teachers' work were dealt with by soon-tograduate Finnish student teachers attending peer group mentoring sessions. We illustrate this group level phenomenon (the challenge of discussing emotionally loaded stories) through the examples provided by one of the participants, Hannele (pseudonym). Our results revealed that emotionally loaded stories in this peer group were often responded to with laughter and humour or via masking or silencing. Participants seemed to avoid deeper emotional reflection on uncertainty related to oneself and to the teaching profession, therefore maintaining an image of a proper (student) teacher. Our results have implications for both peer group mentoring and pre-service teacher education.

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Section: Discussionmentioning

confidence: 99%

The challenges to discussing emotionally loaded stories in Finnish teacher education

Lassila

Jokikokko

Uitto

et al. 2017

European Journal of Teacher Education

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“…They mention that a sharing took place of: problems (Naysmith and Palma, 1998); ideas and experiences (Butler et al, 2004;Naysmith and Palma, 1998); successful strategies and problem solving challenges (Butler et al, 2004); information, knowledge, lesson plans and assignments (Talbert and McLaughlin, 2002); different perspectives and probable improvements (Minnet, 2003); reflections on classroom processes and organization, outcomes and the quality of learning (Hopkins et al, 1998). We are also informed that other activities that took place included joint planning and observation of teaching followed by discussions about these observations (Hopkins and Stern, 1996); observation among colleagues and provision of feedback (Butler et al, 2004;Bryk et al, 1999); engagement in the critique of others' work and in the inventing and evaluating of new practice (Talbert and McLaughlin, 2002); as well as sharing of stories about classrooms followed by exploration, arguments and speculations (McCotter, 2001).…”

Section: Chapter 2: Review Of the Literaturementioning

confidence: 99%

“…There are research studies about teachers' collaboration, which discuss that collaboration has been professionally beneficial (McCotter, 2001;Minnet, 2003;Naysmith and Palma, 1998;Talbert and McLaughlin, 2002) and report changes that took place such as conceptual change in teachers' knowledge (Butler et al, 2004).…”

Section: Chapter 2: Review Of the Literaturementioning

confidence: 99%

How Cypriot primary school teachers promote their professional development through reflective practice

Loizou

2011

Education 3-13

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This thesis may be made available for consultation within the University Library and may be photocopied or lent to other libraries for the purposes of consultation. Signature ………………… ABSTRACTThis study aims to examine whether and to what extent Cypriot primary school teachers understand and engage in reflective practice and the implication of this for their professional development.In particular this study explores the Cypriot primary school teachers' understanding of professional development; their engagement in and understanding of reflective practice; the changes brought about in practice through reflective practice; the factors associated with these changes; and the extent to which Cypriot primary school teachers set themselves long term goals for professional development as an outcome of reflection.The study is qualitative and uses semi-structured interviews in which 18 Cypriot primary school teachers describe and explain their experiences and illustrate these with examples from their practice.The analysis of the interviews revealed that Cypriot primary school teachers perceive professional development as the receipt of knowledge from an official authority, In addition a mismatch emerged between the Cypriot primary school teachers' views of reflection and their long term goals for professional development.This study concludes by discussing the implications of the findings and suggests ways in which Cypriot primary school teachers can be encouraged to recognize the knowledge which they develop from their own practice and to increase their understanding and use of reflective practice. It also identifies the need for changes in the organizational environments in Cypriot primary schools in order to support the developmental needs of its teachers including the reconsideration of the dual role of inspectors who are responsible for both professional development and evaluation. The aims and goals that should be pursued in each primary school are also decided by the MOEC. Circulars are sent to each primary school at the beginning of each year in which these goals are specified and directions for their implementation are provided. 4If a certain school decides that it is necessary to pursue more goals than the goals prescribed by the Ministry, it has the freedom to do so, as long as the latter goals are not neglected. The curriculum for the primary school or any changes in this curriculum are prescribed by the MOEC. Textbooks with which this curriculum will be taught, as well as teachers' books, are prepared and sent to schools by services approved by the MOEC. Guidelines about the teaching of this curriculum are also sent by the MOEC either through circulars or editions like the "Curriculum Programmes for Primary Education" (MOEC, 1997).Opportunities for professional development are provided by the MOEC and the Pedagogical Institute (tertiary level institute responsible for in-service training).These opportunities include circulars, teachers' books and short seminars by the MOEC and afternoon voluntary classes by the...

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Emotions that experienced English as a Foreign Language (EFL) teachers feel about their students, their colleagues and their work

Cowie

2011

Teaching and Teacher Education

175

100

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Teachers Talking, Teachers Reflecting: how do teachers reflect on their practice? A case study

Cited by 8 publications

References 4 publications

The challenges to discussing emotionally loaded stories in Finnish teacher education

The challenges to discussing emotionally loaded stories in Finnish teacher education

How Cypriot primary school teachers promote their professional development through reflective practice

Emotions that experienced English as a Foreign Language (EFL) teachers feel about their students, their colleagues and their work

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