The 4 Presentations in the Symposium

1. Nurturing the Reflective Practitioner: Enhancing pedagogical robustness through active inquiry. Presented at: Redesigning Pedagogy Conference 3 to 5 June 2013Presented by: Mary George Cheriyan (Chairperson) Jarina Peer Tan Yen Chuan Masturah Abdul Aziz Lucille Yap Yeo Jun Han

2. The 4 Presentations in the Symposium • Enhancing pedagogical robustness through active inquiry. By MARY George Cheriyan • The Benefits and Challenges of Practitioner Inquiry: Teachers’ Perspectives ByJarina PEER, Tan YEN CHUAN, MASTURAH Abdul Aziz • Effective Questioning, Effective Learning By LUCILLE Yap, Yeo JUN HAN • Correlations between Article Review and Watson-Glaser Critical Thinking Appraisal By AZAHAR Bin Mohamed Noor

3. Is good teaching hinged on reflection?

4. Reflective Practice • Reflective practice is the habit of inquiring and investigating a problem situation in order to understand how to frame a solution (Donald Schon,1983)

5. The Moral-Ethical Dimension in Reflective Practice: Attitudes (Dewey, 33) Open-mindedness Respect for diversity Humility Hope in the learner Responsibility Considers consequences Makes meaning of experiences for teacher & learner Whole-heartedness/ Engagement Curious about subject and impact of teaching on learning Teaching as an artistry Refines & hones the craft

6. Assertion: Reflective Practice boosts teacher professionalism

7. Assertion: Reflective Practice strengthens theory-practice nexus 3 levels of teacher knowledge and inquiry (Cochran-Smith & Lytle, 1999)

8. PeRL Research Ecosystem How and in what ways can teachers be supported in their development as thoughtful, reflective practitioners, so that they may be active contributorsto the teaching community?

9. Schoolwide: driven by Specialists; policy implications Practitioner Inquiry: conducted by indv/ grp of teachers to inquire into a classrm or departmental practice Protocols submission Oversight Ethics Guidance Platforms Benefits and challenges faced within this ecosystem by teachers who have embarked on Practitioner Inquiry

10. Is Good teaching hinged on reflection ? Yes Is Good teaching hinged on systematic inquiry?ie, research design, data gathering and analysis? Possibly: impact on teacher professionalism If the goal is to share it with the larger educational fraternity,… it is necessary.

11. Reflective Practice Systematic Enquiry Professionalism Participation in educational fraternity Metacognition ‘Stepping Stones’ questions Enhance student learning Teacher growth

12. The Motivations, Benefits and Challenges of Practitioner Inquiry: Teachers’ Perspectives Dr. Jarina Peer, Ms. Tan Yen Chuan, Ms. Masturah Aziz

13. Rationale • To develop an understanding of the factors that influence teachers’ readiness in embarking on Practitioner Inquiry (PI) by • investigating the motivations, benefits and challenges faced by them • looking at the support system in place

14. Context • Several teachers in this school have been involved in practitioner inquiry projects; however, there are emerging issues related to this effort to promote PI in the school as • teachers are not researchers and some teachers may not have the necessary research knowledge • experienced teachers often have sufficient tacit knowledge to be able to reflect and improve their pedagogy without research • the ability to do research was not perceived to be a core competency of a teacher

15. Context • RGS PeRL is now looking at lifting the baseline towards encouraging and enabling teachers into a path of a systematic inquiry • Focus is on RGS PeRL facilitated research

16. Research Question • Overarching research question: “What are the factors that influence teacher readiness in embarking on practitioner inquiry?” • Guiding research questions: • What are the motivations, benefits and challenges faced by teachers on embarking on practitioner inquiry? • What are the infrastructure and system in place to support a culture of informed practice?

17. Literature Review The Teacher Growth Model • Due to the multi-faceted nature of teacher’s work, this implies that having a repertoire of strategies and content mastery is not sufficient for a teacher to be a competent professional in the 21stcentury. • The teacher will have to pursue professional development through multiple modes of learning, which include reflective practice, research-based practice, conferences and mentoring etc. (Ministry of Education, 2012)

18. Literature Review Teacher Leadership • Teachers are leaders when they function in professional communities to affect student learning; contribute to school improvement; inspire excellence in practice; and empower stakeholders to participate in educational improvement (Childs-Bowen, Moller, & Scrivner, 2000, p. 28)

19. Literature Review Teacher Motivation • Sylvia & Hutchinson (1985) concluded: “Teacher motivation is based in the freedom to try new ideas, achievement of appropriate responsibility levels, and intrinsic work elements. • They explain that true job satisfaction is derived from the gratification of higher-order needs, “social relations, esteem, and actualization” rather than lower-order needs.

20. Methodology & Data Collection Methods • Methodology: A case study approach • To develop a deep understanding on the factors influencing teacher’s readiness in embarking on practitioner inquiry.

21. Data Analysis Methods Data Collection Data Display • Thematic analysis was used to identify recurring patterns in the data • conclusions were drawn and verified through the review and defining of emergent themes • overarching concept and final themes were emerged based on the similarities, differences, patterns and relationship of the data Data Reduction Conclusion: Drawing and Verifying (Miles & Huberman, 1994)

22. Findings Summary • A shared vision drives a culture of informed practice • the role of PI within the school’s strategic direction • PI is a Viable Solution for: • Theory-Practice Nexus • Teacher Professionalism • Teacher’s beliefs and preferences about reflective practice and teacher professionalism motivate their decision • A shared vision shapes the way staff members go about their work and strong leaders play a significant role in building this culture, which, once established, is deeply embedded in the attitudes, beliefs and behaviours of staff members.(Picucci, 2002).

23. Findings Regard PI as a contribution comparable to the other established contributions a teacher can make to the school Support PI efforts visibly and notably such that it becomes a collective responsibility Believe in and advocate in the usefulness of a PI as a Viable Solution Investment needed in structures which promote and support PI and productively use findings Relationship-building platforms are needed to foster colleagues’ support and participation Improvements in student learning and curriculum are achieved through investigation, evaluation, etc. PI as a Viable Solution PI affords recognition of work, exposure, opportunities & training for career advancement Passion and interest may lead teachers to pursue PI for their own personal satisfaction

24. Findings

25. Findings Challenges to Teachers’ Readiness in embarking on PI • Challenges surfaced allow identification of strengths and Areas for Improvement (AFIs), and will be elaborated further in the next section. • Challenges identified from data are: • More tangible value attributed to PI is needed • Recognition of teachers’ contributions in terms of teaching and learning and professional development • Fine-tuning existing structures • The resistance to change when findings are proposed to be implemented on a bigger scale • Viable Alternative Solutions which may seem more attractive than PI • Lack of interest in conducting research • Enhancing teacher competencies and confidence

26. Discussion & Recommendation A Shared Vision to Promote a Culture of PI Strength • RGS promotes a culture of PI, thus, an infrastructure has been set up in the form of RGS PeRL. Areas of Improvement • This Shared Visionhas to be instilled across all levels, through 1) Management articulation of PI as a strategic focus 2) Improved Infrastructural Support

27. Discussion & Recommendation 1) Management Support Strengths • Based on the document analysis • RGS supports PI as a viable solution to strengthen the theory-practice nexus and enhance teacher professionalism. • RGS PeRL provides support and structures to drive PI as a school-wide approach AFIs • To embed PI in the school culture, the school management will need to incorporate PI within the school’s strategic direction

28. Discussion & Recommendation • Management Support Recommendation • PI needs to be recognized as a valid contribution to the school by • Attributing it as equivalent to that of a departmental duty • Including it in work review discussions

29. Discussion & Recommendation • Management Support • Based on the Needs Analysis: 15% would like to consult their superiors before embarking on PI “Today’s teachers don't necessarily look for answers from an instructional leader. But they need to know that their leader understands and appreciates their work and recognizes their challenges and frustrations” (Hoerr, 2008, p. 2)

30. Discussion & Recommendations • Management Support Recommendations • Key personnel should lead by example. • The Heads need to consciously and decisively apply PI findings to curriculum improvement, e.g. • Review pedagogical approaches • Utilize proposed solutions to Areas For Improvement (AFIs) in their own departments Effective school leadership today must combine the traditional school leadership duties and include a deep involvement with specific aspects of teaching and learning and effective instructional leaders are intensely involved in curricular and instructional issues that directly affect student achievement (Cotton, 2003).  

31. Discussion • Infrastructure (Work Structure and Support Structure) What Works • RGS PeRL’s infrastructure for PI provides critical oversight: • Protocol: Call for Proposals, Documentation & Statement of Ethics • Training via in-house and external workshops • Mentorship • Dissemination • RGS PeRL’s integration with school’s curriculum • Theory practice nexus/indigenized research • Teacher professionalism

32. Discussion & Recommendations • Infrastructure (Work Structure and Support Structure) AFIs • Meeting teachers’ higher aspirations to apply their research beyond their own practice. • Enhancing PI rigor and standards • Addressing teachers sense of readiness: 61% of the all the teachers who completed the needs survey indicated that they would like to develop their research skills Recommendation • PeRL needs to evaluate and respond to the evolution of reflective practice in the school • PeRL advisors act as a bridge between teachers embarking on PI and Heads

33. Discussion 3) Teachers’ Perception of PI A. Value of PI • Improving teaching and learning • Professional Development • Recognition • Exposure & Opportunities • Networking and Collaboration • Acquisition of skills and competencies

34. Discussion 3) Teachers’ Perceptions of PI B. Personal Interest • An inherent motivation to conduct PI is due to • an interest or aptitude in conducting research • the desire to try new things and venture into new frontiers • a passion in their niche areas of pedagogy • an interest in a field such as ICT which integrates well with pedagogy

35. Conclusion • It is hoped that insights from the study will inform the school on how to • Enhance teacher professionalism • Strengthen the theory-practice nexus which drives the school culture of informed practice • Ultimately, such initiatives may boost teacher readiness in embarking on PI, and in the long run, contribute to the development of a robust professional learning community.

36. Further Studies • Culture of PI in the school should be re-visited to track improvements • Implementation of some of the recommendations outlined may assist in the formation of a Professional Learning Community (PLC) • a study conducted in the near future may then shed some important findings on the feasibility, viability and sustainability for the school to construct a PLC from a bottom up approach, instead of top down approach

37. Limitations • The participants varied in their involvement of PI, hence there may be a lack of in-depth descriptions about some aspects of the topic discussed. • Due to time constraints, member checks were not conducted where participants could provide feedback to check the accuracy of their interview transcripts.

38. References Ali CallicoattePicucci, A. B., RahelKahlert, & Andy Sobel. (2002). Shaping school culture. Principal Leadership, 38-41. Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen, C. (2006). Introduction to Research in Education: Wadsworth Publishing. Auerbach, C. F., & Silverstein, L. B. (2003). Qualitative data: an introduction to coding and analysis: NEW YORK University Press. Bromley, D. B. (1986). The case-study method in psychology and related disciplines: Wiley. Cochran-Smith, M., & Lytle, S. L. (1993). Inside/Outside: Teacher Research and Knowledge: Teachers College Press. Cotton, K. (2003). Principals and student achievement [electronic resource]: what the research says: Association for Supervision and Curriculum Development. Dana, N. F., Gimbert, B., & Silva, D.Y. (1999). Teacher inquiry: Staff development for the 21st century. Pennslvania Educational Leadership, 18(2), 6-12. Dewey, J. (1933). Democracy and education. New York: Free Company. Hatch, J. A. (2002). Doing qualitative research in education settings: State University of New York Press.

39. References Hoerr, T. R. (2007). The Principal Connection/ What is Instructional Leadership? Informative Assessment, 65(4), 84-85. Hubbard, R. S., Shagoury, R., & Power, B. M. (2003). The Art of Classroom Inquiry: A Handbook for Teacher-Researchers: Heinemann. Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook: SAGE Publications. PeRL, R. (2012). RGS PeRL Handbook 2012. Singapore: Raflles Girls' School Pedagogical Research Lab. Punch, K. F. (1998). Introduction to Social Research: SAGE Publications. Rubin, H. J., & Rubin, I. S. (2005). Qualitative interviewing: the art of hearing data: Sage Publications. Sylvia, R. D., and T. Hutchinson. (1985). What makes Ms. Johnson teach? A study of teacher motivation. Human Relations(38), 841- 856. Yin, R. K. (2009). Case Study Research: Design and Methods: SAGE Publications.

40. RGS PeRL Team Involved • Mrs. Mary Cheriyan – Director, RGS PeRL • Dr Jarina Peer, Head, Research • Ms. Tan Yen Chuan, Teacher-Specialist • Ms. Masturah Abdul Aziz, Research Executive

41. We Would Like to Thank • Tan Ean Kiam Foundation • Staff of RGS who were involved in the study

42. RE-DESIGNING Pedagogy CONFERENCE 3rd – 5th June 2013 Effective questioning Effective learning - Inquiry into Inquiry- by Mrs Lucille Yap-Chua Puay Lan Mr Yeo Jun Han

43. RESEARCH DESIGN • Research question • Context • Area of study focus & intent

44. RESEARCH QUESTION How can a positive questioning attitude enhance student learning?

45. CONTEXT ‘….. questions asked during a lesson are those initiated by the teacher and only rarely by the students, and that questions do not emerge spontaneously from students; rather, they have to be encouraged. In cases in which students do ask questions during lessons, they are usually informative ones.’ (Dillion, 1988)

46. CONTEXT ‘The content of a question can indicate the level of thinking of the person who raised it. In general, the cognitive level of a certain question is determined by the type of answer it requires.’ (Yarden, Brill, and Falk, 2001) Purposeful inquiry does not happen spontaneously. It must be learned. (Baird, 1990, p 184)

47. AREA OF STUDY FOCUS This study focuses on the ability of upper secondary Geography students*, who learn Geography through the inquiry approach, to ask meaningful and geographically relevant questions. * 1 Year 3 class & 3 Year 4 classes

48. INTENT • Foster a positive questioning attitude in high-ability girls; to seek information for its own sake as much as for its usefulness. • Develop the students’ ability to ask more and better questions resulting from an inquiry-based instruction.

49. INTENT • Create a safe and non-threatening environment in which students are given opportunities to pose questions. • Establish and maintain communication with students.

50. RESEARCH Methodology