Enacting a pedagogy of reflection in initial teacher education using critical incident identification and examination : a self-study of practice
- Authors: Brandenburg, Robyn
- Date: 2021
- Type: Text , Journal article
- Relation: Reflective Practice Vol. 22, no. 1 (2021), p. 16-31
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- Description: This article examines what it means for a teacher educator to enact a pedagogy of reflective practice in an initial teacher education classroom using self-study methodology. The focus of the article is the examination of a critical interaction that occurred in a third-year Bachelor of Education mathematics education tutorial (N = 15). The critical incident prompted further reflection through collecting and analysing data that included pre-service teacher (PST) oral feedback during the tutorial; structured written feedback that was based on peer presentations during tutorials; and mid-semester and post-semester ‘freewrites’. Teacher educator journal reflections provided further data for analysis. Thematic analysis together with teacher educator critical incident analysis, revealed key understandings for both the PSTs and the teacher educator. These learning outcomes included the importance of identifying PST perceptions and practices associated with participating in peer assessment; the incongruities between oral and written feedback; the crucial need for PST scaffolding when providing feedback; the impact of the learning environment; and the role of the teacher educator in explicitly facilitating discussions associated with critical incidents, conversations and interactions. Using self-study methodology to examine teaching surfaced unspoken and assumed beliefs, and through examination, led to authentic, negotiated learning and improved outcomes for PSTs and teacher educators. © 2020 Informa UK Limited, trading as Taylor & Francis Group.
Using ethical mapping for exploring two professional dilemmas in initial teacher education
- Authors: McDonough, Sharon
- Date: 2015
- Type: Text , Journal article
- Relation: Reflective Practice Vol. 16, no. 1 (2015), p. 142-153
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- Description: Professional experience placements are recognised as a critical element in initial teacher education programs, however, supervising and mentoring pre-service teachers is challenging work as those involved in the process face professional dilemmas as they attempt to address the needs of various stakeholders. In this paper I draw from data collected in a self-study of mentoring and explore how critical reflection may provide a deeper understanding of these dilemmas. Through adapting and applying an ethical mapping framework as a cue for reflection, I examine the possibilities this approach offers in coming to an understanding of effective and ethical practice during professional experience placements. This paper focuses on two professional dilemmas to explore the way the cue can be used to critically reflect on mentoring and outlines the process I took in engaging in this reflection. I argue that ethical mapping offers university mentors and those working in initial teacher education with a structured approach for critical reflection to understand practice, and to articulate their pedagogy.
Who owns this data? using dialogic reflection to examine an ethically important moment
- Authors: McDonough, Sharon , Brandenburg, Robyn
- Date: 2019
- Type: Text , Journal article
- Relation: Reflective Practice Vol. 20, no. 3 (2019), p. 355-366
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- Description: There has been growing use of reflective practice as a means for examining ethically important moments that occur during research. Reflective practice enables researchers to be alert to the unfolding of these ethically important moments and to consider how they will respond to them. In this paper, we use dialogic reflection to explore an ethically important moment that occurred during one of our research projects. We present our dialogic reflective conversation as a means of exploring the ethical issues associated with data ownership. We draw on this conversation to describe a framework for dialogic reflection that provides researchers with a process for engaging in reflection on their practice as ethical researchers.
Self-care for academics: a poetic invitation to reflect and resist
- Authors: O’Dwyer, Siobhan , Pinto, Sarah , McDonough, Sharon
- Date: 2018
- Type: Text , Journal article
- Relation: Reflective Practice Vol. 19, no. 2 (2018), p. 243-249
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- Description: In newspapers and blogs, on Twitter, and in academic papers, stories of struggling academics abound. Substance abuse, depression, failed relationships, and chronic illness are the casualties of a neoliberal university sector that values quantity over quality and demands ever more for ever less. Within the academic literature a growing counter-movement has called for resistance, collective action, and slow scholarship. Much of this work, however, has focused on strategies that can be applied within academia. Little has been written about the activities that academics do outside the university; activities that have no purpose other than enjoyment, rest, and renewal; activities that represent the valuing of the self as a human being, rather than a means of production; activities that could best be defined as self-care. Using reflective practice to construct a poem comprising three voices, this paper explores those activities. This poetic representation is an effort to create time and space for the authors, and a manifesto to encourage other academics to demand and protect the time, space, and reflective practice that are essential to both personal wellbeing and quality research and education.
A reflection on reflection
- Authors: Smith, Patricia
- Date: 2002
- Type: Text , Journal article
- Relation: Primary voices K-6 Vol. 10, no. 4 (2002), p. 31-34
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- Description: Reflects on the articles in this themed issue on reflective practice. Notes that these teacher/authors have been influenced by prior learning, past experience, feelings, attitudes, values, the school constraints on the learning environment, and their own assumptions about teaching. Describes how teachers have formed a learning community to increase awareness of reflective teaching.
- Description: C1
- Description: 2003000133