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‘I know I have got it in me I just need to bring it out’ :

‘I know I have got it in me I just need to bring it out’ : Exploring the Discourse of Reflective Practice in Teacher Education Dr Bróna Murphy. Overview. Reflective Practice – theoretical overview CoRP - C orpus o f R eflective P ractice and the teaching context

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‘I know I have got it in me I just need to bring it out’ :

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  1. ‘I know I have got it in me I just need to bring it out’: Exploring the Discourse of Reflective Practice in Teacher Education Dr Bróna Murphy

  2. Overview • Reflective Practice – theoretical overview • CoRP - Corpus of Reflective Practice and the teaching context • Exploring the pronoun ‘I’ in CoRP • Findings and interpretations • Where to next?

  3. Reflective Practice - Background • An important trend in teacher education since the 1980s(Schön 1987,1983) and before (Dewey, 1933) • A central role in the preparation and professional development of new and experienced teachers (Farrell, 2011) • Difficult to define(Valli, 1997; Jay and Johnson, 2002)

  4. Reflective Practice - Definition • Reflective practice is a dynamic process in which teachers interact with their classroomexperiences in ways which require them to evaluate, re-evaluate and re-assess, question as well as re-frame past, present and future actions in a bid to trigger positive change in practice (based on Dewey, 1933; Schön’s,1983, 1987; Zeichner and Liston, 1996; Wallace and Liou, 2001; Jay and Johnson, 2002; Farrell, 2011). • Reflection-on-action: following the teaching instance

  5. Reflective Practice – Teacher groups • Experienced in-service teachers: • associated with being able to ‘do’ reflection (Berliner, 1988) • New pre-service teachers: • reflection is an aim that is more desired than achieved (Dinkelman, 2000: 195) • reflection is not a realistic aim (Calderhead, 1992) • typically do not engage in critical reflection (Walsh, 2006) • reflection takes time and to expect it to be achieved immediately is unrealistic (Mattheoudakis’, 2007)

  6. The Teaching Context • Postgraduate students:TESOL, and PGDE (geography, science, history) • Groups: • New teachers (TESOL): 0 years of experience (British) • ‘Experienced’ (PGDE): 2-4 years (British, Canadian, American, Japanese, Chinese, Taiwanese) • Age:21-30 years old • Gender: mainly female • Allare taking part in a practical teaching component

  7. CoRP • Written Corpus: 55,448 words • New teachers (0 experience): • reflections on ownteaching: 18, 275 • reflections on observations: 6, 929 • Experienced teachers (2-4 years): • TESOL teachers reflections on own teaching: 26, 933 • TESOL teachers reflections 12 months later: 3, 311 • Spoken Corpus: 167, 509 words • Experienced teachers (2-4 years): 167, 509 • TESOL teachers • Total Corpus: 222, 957 words

  8. Reflections from CoRP I can’t bear silent time! [laughing] So the moment I ask a question, I am expecting this immediate response and if it doesn’t come I tend to fill it with my own words (Katie, 26) This class responded well to me and I hope to start teaching them properly after the weekend! (Nicola, 22) I forgot that I wasn’t one of them [student] (Sarah, 23) I think my classroom management has improved and I know I have it in me I just need to bring it out all the time (Nicola, 22) I have started to fit in with the department better! (Pete, 24)

  9. Aims • To investigate reflection in spoken and written corpora • To explore how the pronoun ‘I’ is used in CoRP • To uncover the patterns surrounding the use of ‘I’ in order to find out how the teachers use it to reflect on their practice and what it reveals about them in terms of teacher identities

  10. Corpus Linguistics • Corpus: a collection of naturally-occurring texts that is storedelectronically on a computer and that has been compiled for a specific purpose (McEnery, Xiao and Tono, 2006) • Corpus linguistics: the exploration of corpora using specialised lexico-grammatical software (Scott, 2008) • Corpus-based tools and methodologies: frequency wordlists, cluster analyses, concordance lines

  11. CoRP and reflective indicators • Verbs: think, know, like, say, want, need, mean, feel, ask, try • I need to be flexible, I feel a little bit frustrated, I want to explain more clearly, I try my best to interact with them • Adjectives: good, well, right, different, interesting, great, clear, better, important, nice • I did not teach as well as I know I can, • I could have made better use of the dictionary • It seemed the activities were not interesting enough

  12. CoRP and reflective indicators • Nouns: lesson, students, time, class, teacher, things, language, learners, questions, task • It still took more time and it wasn’t clear enough • Adverbs: just, really, maybe, quite, a bit, kind of, actually, still, sometimes, sort of • I think I try to be fun and sort of active but maybe at times too active.

  13. CoRP: Spoken vs Written (verbs)

  14. CoRPWr: Personal reflection vs observation reflections (Adj)

  15. CoRP Written: Pronoun ‘I’

  16. CoRP Written: New vs Experienced Personal reflections

  17. CoRP – ‘I’ in Personal Written Reflections • New teachers: • Evaluative reflection: I have been, I feel I am, this week I have, I was able to, I feel I. • A need for improvement: I need to work on, I need to be, I know I need to, this is something • Evidence of future plans: next week I

  18. CoRP – ‘I’ in Personal Written Reflections • Experienced teachers: • Critical reflection: I should have, I could have, I tried to and if I had

  19. CoRP Written: Timeframes

  20. New teachers: Present

  21. New teachers: Past-Present

  22. Experienced teachers: Past

  23. Future

  24. Do all early career ‘experienced teachers’ engage in critical reflection? • Experienced teachers: • I should have: used by Daisuke (48%) • Session 1: 6 times • Session 2: 2 times • Session 3: 4 times • Session 4: 1 time • Session 5: 3 times • I could have: used by Yu and Katie (62.5%) • Session 4: Katie • Session 3: Yu

  25. Are new teachers never critical?

  26. A year on… Small corpus of experienced teachers: • 5/7 teachers still reflect on a regular basis • useful: identifying areas for improvement, understanding practice, increasing confidence, peer observation, receiving alternative views

  27. A year on…

  28. Findings • Evidence of reflection in CoRP • Evidence of critical reflection in CoRP • Reflective discourse is ‘shaped’ or ‘influenced’ to some extent: • Medium: spoken/written • Teacher group: Level of experience ; input? • Cognitive stage teachers are at • Valuable • Genre: observations/teaching • Individual

  29. Where to next? • More insights into different sub-genres of reflective practice, both spoken and written • Explorations of different reflective tools • Tracking individuals over longer periods to time

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