Pub Date : 2022-11-13DOI: 10.1080/14623943.2022.2146083
Raziye Sancar, Deniz Atal
ABSTRACT This research aimed to investigate how the video editing process professionally affected preservice teachers’ reflection levels and whether it differed by the type of in-class teaching experiences (their own and expert teacher experiences). The editing procedure of video cases means selecting and combining parts from an entire recorded in-class teaching experience and adding reflective thinking on actions. Seven participants took part in the research process during a semester, with three-cycle of the video case editing procedures being applied separately to two different research groups. Both inductive and deductive content analysis procedures were applied in a total of 21 video cases edited by PTs. By editing in-class teaching experiences, PTs could deeply analyse the events and transform their reflections on the contextual features. The process facilitated PTs’ professional development by identifying, noticing, and reflecting on in-class teaching experiences. PTs learned to analyse their experiences by using different types of perspectives. PTs could deeply analyse the events and transform their reflections on the contextual features. Contrary to the difficulties for PTs’ reflection-in-action, the process of editing in-class teaching experiences expanded their reflection-on-action opportunities.
{"title":"Learning from expert or own practice: reflectively editing video cases for professional development","authors":"Raziye Sancar, Deniz Atal","doi":"10.1080/14623943.2022.2146083","DOIUrl":"https://doi.org/10.1080/14623943.2022.2146083","url":null,"abstract":"ABSTRACT This research aimed to investigate how the video editing process professionally affected preservice teachers’ reflection levels and whether it differed by the type of in-class teaching experiences (their own and expert teacher experiences). The editing procedure of video cases means selecting and combining parts from an entire recorded in-class teaching experience and adding reflective thinking on actions. Seven participants took part in the research process during a semester, with three-cycle of the video case editing procedures being applied separately to two different research groups. Both inductive and deductive content analysis procedures were applied in a total of 21 video cases edited by PTs. By editing in-class teaching experiences, PTs could deeply analyse the events and transform their reflections on the contextual features. The process facilitated PTs’ professional development by identifying, noticing, and reflecting on in-class teaching experiences. PTs learned to analyse their experiences by using different types of perspectives. PTs could deeply analyse the events and transform their reflections on the contextual features. Contrary to the difficulties for PTs’ reflection-in-action, the process of editing in-class teaching experiences expanded their reflection-on-action opportunities.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"168 - 182"},"PeriodicalIF":1.2,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47967534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-13DOI: 10.1080/14623943.2022.2146082
Kelly R. Maguire
ABSTRACT Teacher preparation is an integral factor in education. Pre-service teachers do not have the same experience or content knowledge (CK) level as veteran teachers. Pre-service teachers must have opportunities to bolster their CK during teacher training. The purpose of this qualitative descriptive study was to explore how pre-service teachers described content knowledge using reflection-on-action after the planning, teaching, and feedback stages of microteaching. This study was theoretically supported by Schön’s reflective practitioner model and guided by one research question. Purposive sampling was used to recruit 11 pre-service teachers who participated in microteaching sessions. Data were collected using semi-structured interviews. Four themes emerged from the data through thematic analysis: Pre-service teachers (1) rely on prior knowledge, (2) benefit from collaboration, (3) compensate when faced with unfamiliar content, (4) and feel microteaching validates content knowledge. Findings suggest that pre-service teachers benefit from engaging in reflection-on-action as a tool to facilitate the growth and development of content knowledge specific to their degree program and future teacher employment. This study recommends using reflection and microteaching with pre-service teachers in teacher training and future research.
{"title":"Pre-service teachers’ reflections on content knowledge through microteaching","authors":"Kelly R. Maguire","doi":"10.1080/14623943.2022.2146082","DOIUrl":"https://doi.org/10.1080/14623943.2022.2146082","url":null,"abstract":"ABSTRACT Teacher preparation is an integral factor in education. Pre-service teachers do not have the same experience or content knowledge (CK) level as veteran teachers. Pre-service teachers must have opportunities to bolster their CK during teacher training. The purpose of this qualitative descriptive study was to explore how pre-service teachers described content knowledge using reflection-on-action after the planning, teaching, and feedback stages of microteaching. This study was theoretically supported by Schön’s reflective practitioner model and guided by one research question. Purposive sampling was used to recruit 11 pre-service teachers who participated in microteaching sessions. Data were collected using semi-structured interviews. Four themes emerged from the data through thematic analysis: Pre-service teachers (1) rely on prior knowledge, (2) benefit from collaboration, (3) compensate when faced with unfamiliar content, (4) and feel microteaching validates content knowledge. Findings suggest that pre-service teachers benefit from engaging in reflection-on-action as a tool to facilitate the growth and development of content knowledge specific to their degree program and future teacher employment. This study recommends using reflection and microteaching with pre-service teachers in teacher training and future research.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"153 - 167"},"PeriodicalIF":1.2,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41736582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-10DOI: 10.1080/14623943.2022.2146080
Ma’rifatul Ilmi, N. Drajati, Kristian Adi Putra
ABSTRACT This narrative study aimed at exploring how one pre-service English teacher linked theories into practice through reflective practice. To record the teacher’s reflection, we gathered the teacher’s video-based reflective diaries. The data were thematically analysed using Farrell’s framework for foreign language teachers’ self-reflection: theories and practice. The results revealed two significant points from the teacher’s reflection: (1) the pre-service teacher had a conscious raise on the affordance of theories-in-use (i.e. experience-based knowledge); and (2) the pre-service teacher realized that technology is a tool and a teacher has a crucial role in teaching to achieve the learning goals. It implied that reflective practice stimulated teachers to make sense of their experiences, leading them to the development of their teaching knowledge and performance. The implications of the present study are discussed.
{"title":"Linking the theory and practice: self-reflections on technology-integrated English grammar teaching","authors":"Ma’rifatul Ilmi, N. Drajati, Kristian Adi Putra","doi":"10.1080/14623943.2022.2146080","DOIUrl":"https://doi.org/10.1080/14623943.2022.2146080","url":null,"abstract":"ABSTRACT This narrative study aimed at exploring how one pre-service English teacher linked theories into practice through reflective practice. To record the teacher’s reflection, we gathered the teacher’s video-based reflective diaries. The data were thematically analysed using Farrell’s framework for foreign language teachers’ self-reflection: theories and practice. The results revealed two significant points from the teacher’s reflection: (1) the pre-service teacher had a conscious raise on the affordance of theories-in-use (i.e. experience-based knowledge); and (2) the pre-service teacher realized that technology is a tool and a teacher has a crucial role in teaching to achieve the learning goals. It implied that reflective practice stimulated teachers to make sense of their experiences, leading them to the development of their teaching knowledge and performance. The implications of the present study are discussed.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"125 - 136"},"PeriodicalIF":1.2,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49643468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/14623943.2022.2096584
Mohammad Hossein Arefian
ABSTRACT During the Covid-19 pandemic, student teachers had to master, reflect, and evaluate individually due to the remote online learning process. Self-assessment literacy and self-directed reflection have turned into tools for autonomous learning during unmonitored online learning processes. An investigation of student teachers’ self-assessment literacy and self-directed reflective practices can shed light on their significant applications during unmonitored online learning experiences. This qualitative study investigated 15 Iranian English language student teachers with a semi-structured interview and theme-based analysis to gain in-depth information about their processes and experiences. The results showed that student teachers gained benefits such as preparing before the class, setting aims and objectives, checking, reflecting, modifying on previous learning, acquiring specific knowledge and skills, filling the gap, having self-reflection individually, planning and adapting their actions and performance to reach an ideal self, controlling emotional factors, enhancing own confidence by self-motivational remarks, and creating unrestricted learning opportunities.
{"title":"Perceptions of self-assessment literacy and self-directed reflection during online learning for Iranian EFL student teachers","authors":"Mohammad Hossein Arefian","doi":"10.1080/14623943.2022.2096584","DOIUrl":"https://doi.org/10.1080/14623943.2022.2096584","url":null,"abstract":"ABSTRACT During the Covid-19 pandemic, student teachers had to master, reflect, and evaluate individually due to the remote online learning process. Self-assessment literacy and self-directed reflection have turned into tools for autonomous learning during unmonitored online learning processes. An investigation of student teachers’ self-assessment literacy and self-directed reflective practices can shed light on their significant applications during unmonitored online learning experiences. This qualitative study investigated 15 Iranian English language student teachers with a semi-structured interview and theme-based analysis to gain in-depth information about their processes and experiences. The results showed that student teachers gained benefits such as preparing before the class, setting aims and objectives, checking, reflecting, modifying on previous learning, acquiring specific knowledge and skills, filling the gap, having self-reflection individually, planning and adapting their actions and performance to reach an ideal self, controlling emotional factors, enhancing own confidence by self-motivational remarks, and creating unrestricted learning opportunities.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"23 1","pages":"623 - 634"},"PeriodicalIF":1.2,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42029508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-28DOI: 10.1080/14623943.2022.2139233
Teija Koskela, Päivi Granö, Brita Somerkoski
ABSTRACT Teacher education is usually located in a national context. In this study, the focus is on teacher education located in a foreign studying environment. Student teachers from the southern part of Africa started their teacher education in Finland. The context is their first practicum in Finnish teacher training school. The data consist of one portfolio task of 18 student teachers concerning teaching experiences in a practicum. The content of reflective tasks were analysed based on three dimensions: sensitising, contextual and technical reflection. In addition, the transformation of the teachers’ understanding of teaching work was analysed. Despite cultural and linguistic differences, it is possible to find meaningful sensitising, contextual and technical content in reflective tasks. Teachers’ understanding of teaching work transformed during their first experience abroad.
{"title":"Student teachers’ experiences of practical training in a foreign culture","authors":"Teija Koskela, Päivi Granö, Brita Somerkoski","doi":"10.1080/14623943.2022.2139233","DOIUrl":"https://doi.org/10.1080/14623943.2022.2139233","url":null,"abstract":"ABSTRACT Teacher education is usually located in a national context. In this study, the focus is on teacher education located in a foreign studying environment. Student teachers from the southern part of Africa started their teacher education in Finland. The context is their first practicum in Finnish teacher training school. The data consist of one portfolio task of 18 student teachers concerning teaching experiences in a practicum. The content of reflective tasks were analysed based on three dimensions: sensitising, contextual and technical reflection. In addition, the transformation of the teachers’ understanding of teaching work was analysed. Despite cultural and linguistic differences, it is possible to find meaningful sensitising, contextual and technical content in reflective tasks. Teachers’ understanding of teaching work transformed during their first experience abroad.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"71 - 84"},"PeriodicalIF":1.2,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48956854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-17DOI: 10.1080/14623943.2022.2136647
Mohammad Hossein Arefian
ABSTRACT Besides numerous positive feelings experienced during first practices, beginning teachers sometimes face challenges, experiences, and situations that produce negative emotions that can lead to attrition and burnout. Thus, the purpose of this study is to investigate how beginning teachers’ affective reflective practices can be a great tool for monitoring emotional flows and taking action to solve them, and making emotional actions more logical and systematic. This study explored 17 Iranian English as a Foreign Language (EFL) beginning teachers’ perceptions of emotional-reflective practices. Through a qualitative research design, the result from interviews and thematic analysis revealed that beginning teachers could use reflections to facilitate emotions, be autonomous in controlling their emotional flows, become rational decision-makers, monitor their practices impartially, have self-understanding and self-awareness, and encourage themselves continuously. Also, emotions can influence and act as a filter for reflections, so teachers can control their emotions to have a valid and reliable reflection; in this case, they can make reflections more systematic. This study opens a new approach to reflections for beginning teachers and makes teacher educators and stakeholders aware of its benefits.
{"title":"‘Reflections facilitate emotions and emotions filter reflections’: beginning teachers’ perceptions of affective reflective practices","authors":"Mohammad Hossein Arefian","doi":"10.1080/14623943.2022.2136647","DOIUrl":"https://doi.org/10.1080/14623943.2022.2136647","url":null,"abstract":"ABSTRACT Besides numerous positive feelings experienced during first practices, beginning teachers sometimes face challenges, experiences, and situations that produce negative emotions that can lead to attrition and burnout. Thus, the purpose of this study is to investigate how beginning teachers’ affective reflective practices can be a great tool for monitoring emotional flows and taking action to solve them, and making emotional actions more logical and systematic. This study explored 17 Iranian English as a Foreign Language (EFL) beginning teachers’ perceptions of emotional-reflective practices. Through a qualitative research design, the result from interviews and thematic analysis revealed that beginning teachers could use reflections to facilitate emotions, be autonomous in controlling their emotional flows, become rational decision-makers, monitor their practices impartially, have self-understanding and self-awareness, and encourage themselves continuously. Also, emotions can influence and act as a filter for reflections, so teachers can control their emotions to have a valid and reliable reflection; in this case, they can make reflections more systematic. This study opens a new approach to reflections for beginning teachers and makes teacher educators and stakeholders aware of its benefits.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"59 - 70"},"PeriodicalIF":1.2,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45814712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-07DOI: 10.1080/14623943.2022.2130225
A. Mouraz, Daniela Pinto, Ana Cristina Torres
ABSTRACT Peer observation of teaching has for long been defended as a valuable device of professional and institutional development in higher education, but is almost unexplored at primary- and secondary-level schools. This paper introduces a model for multidisciplinary peer observation of teaching that has been developed and implemented in a professional development programme in two Portuguese school clusters of basic and secondary education in collaboration with its teachers. After four years of developing the programme in these school clusters, a case study was conducted through a qualitative analysis of observation guides completed throughout the years (N = 563) to identify perceived effects of participating in the programme for both teacher professional development and reflective practices. The programme emerged as a powerful initiative to foster teacher collaboration, innovation, and reflection for improving practices. Implications related to current national curriculum and educational policies are discussed.
{"title":"Effects of a model for multidisciplinary peer observation of teaching in teacher professional development and in nurturing a reflective school","authors":"A. Mouraz, Daniela Pinto, Ana Cristina Torres","doi":"10.1080/14623943.2022.2130225","DOIUrl":"https://doi.org/10.1080/14623943.2022.2130225","url":null,"abstract":"ABSTRACT Peer observation of teaching has for long been defended as a valuable device of professional and institutional development in higher education, but is almost unexplored at primary- and secondary-level schools. This paper introduces a model for multidisciplinary peer observation of teaching that has been developed and implemented in a professional development programme in two Portuguese school clusters of basic and secondary education in collaboration with its teachers. After four years of developing the programme in these school clusters, a case study was conducted through a qualitative analysis of observation guides completed throughout the years (N = 563) to identify perceived effects of participating in the programme for both teacher professional development and reflective practices. The programme emerged as a powerful initiative to foster teacher collaboration, innovation, and reflection for improving practices. Implications related to current national curriculum and educational policies are discussed.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"45 - 58"},"PeriodicalIF":1.2,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49148770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1080/14623943.2022.2130224
L. Tay, L. Tan, Thaslim Begum Aiyoob, J. Tan, M. Ong, Christina Ratnam-Lim, Puay Huat Chua
ABSTRACT The main objective of this paper is to examine how teacher reflection could result in possible change in practice. The essential value of teacher reflection is to think about improvements to be made for practice. This paper adapted Ward and McCotter’s reflection rubric into a Teacher Reflection survey scale to explore and examine the varying years of teaching experience, teaching level and designation on teachers’ teaching practices. A total of 436 primary and secondary school mathematics teachers took part in an online survey. Confirmatory factor analyses were conducted to validate the survey instruments. Findings suggest that there were no major differences in teacher reflection based on their years of teaching experience, designation, and teaching levels. Correlational, regression, and path analyses of the three dimensions of teacher reflection (i.e. Focus, Inquiry, and Change) and teacher Change Practise revealed interesting associations among these variables. Findings indicate that the Focus dimension is the basis of teacher reflection and from there it extends to the Inquiry and Change dimensions and ultimately to Change Practise. This study suggests that the focus on a transformative mindset based on intentional reflection is a powerful stimulus for change and growth in teaching practice.
{"title":"Teacher reflection – call for a transformative mindset","authors":"L. Tay, L. Tan, Thaslim Begum Aiyoob, J. Tan, M. Ong, Christina Ratnam-Lim, Puay Huat Chua","doi":"10.1080/14623943.2022.2130224","DOIUrl":"https://doi.org/10.1080/14623943.2022.2130224","url":null,"abstract":"ABSTRACT The main objective of this paper is to examine how teacher reflection could result in possible change in practice. The essential value of teacher reflection is to think about improvements to be made for practice. This paper adapted Ward and McCotter’s reflection rubric into a Teacher Reflection survey scale to explore and examine the varying years of teaching experience, teaching level and designation on teachers’ teaching practices. A total of 436 primary and secondary school mathematics teachers took part in an online survey. Confirmatory factor analyses were conducted to validate the survey instruments. Findings suggest that there were no major differences in teacher reflection based on their years of teaching experience, designation, and teaching levels. Correlational, regression, and path analyses of the three dimensions of teacher reflection (i.e. Focus, Inquiry, and Change) and teacher Change Practise revealed interesting associations among these variables. Findings indicate that the Focus dimension is the basis of teacher reflection and from there it extends to the Inquiry and Change dimensions and ultimately to Change Practise. This study suggests that the focus on a transformative mindset based on intentional reflection is a powerful stimulus for change and growth in teaching practice.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"27 - 44"},"PeriodicalIF":1.2,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41693611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-24DOI: 10.1080/14623943.2022.2128100
T. Farrell
ABSTRACT When language teachers enter a classroom to teach in their early career years, they hold many different beliefs and feelings about how to conduct their classes that for the main part remain at the tacit level of understanding. However, it is important for early career language teachers to become aware of these beliefs and feelings so that they can critically reflect on their significance during this challenging period. Metaphors can offer early career teachers a rich means of identifying their experiences and beliefs that underpin their understanding of teaching and learning a second or foreign language. This qualitative study sought to contribute to the discussion of the experiences of four early career English as a foreign language (EFL) teachers through their use of metaphors to describe their personal understanding of their beliefs and feeling. Specifically, the case study examined the metaphors used by one teacher in her 2nd year, another in his 3rd year an additional teacher in his 4th year, and one in his 5th year of teaching. Results indicate that teachers in their 2nd and 3rd years chose personal metaphors that ‘diagnose’ deficits and thus must be in control, while in their 4th and 5th years the teachers wanted to motivate and facilitate the learning process rather than control it.
{"title":"From doctor to facilitator: reflecting on the metaphors of early career EFL teachers","authors":"T. Farrell","doi":"10.1080/14623943.2022.2128100","DOIUrl":"https://doi.org/10.1080/14623943.2022.2128100","url":null,"abstract":"ABSTRACT When language teachers enter a classroom to teach in their early career years, they hold many different beliefs and feelings about how to conduct their classes that for the main part remain at the tacit level of understanding. However, it is important for early career language teachers to become aware of these beliefs and feelings so that they can critically reflect on their significance during this challenging period. Metaphors can offer early career teachers a rich means of identifying their experiences and beliefs that underpin their understanding of teaching and learning a second or foreign language. This qualitative study sought to contribute to the discussion of the experiences of four early career English as a foreign language (EFL) teachers through their use of metaphors to describe their personal understanding of their beliefs and feeling. Specifically, the case study examined the metaphors used by one teacher in her 2nd year, another in his 3rd year an additional teacher in his 4th year, and one in his 5th year of teaching. Results indicate that teachers in their 2nd and 3rd years chose personal metaphors that ‘diagnose’ deficits and thus must be in control, while in their 4th and 5th years the teachers wanted to motivate and facilitate the learning process rather than control it.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"14 - 26"},"PeriodicalIF":1.2,"publicationDate":"2022-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47493464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-08DOI: 10.1080/14623943.2022.2122033
Ghazalossadat Fatemi, Matthew Atencio, E. Saito
ABSTRACT The nature of support for novice teachers, especially those coming from non-Anglophone countries, will impact upon teacher retention and student learning outcomes. Lack of support can generally lead to novice teachers leaving the field specifically because of their inability to perform their roles satisfactorily. There is a significant lacuna in the literature, however, about how novice teachers in adult education work in institutions where they face difficulties and seek to overcome these challenges. Therefore, this study aims to provide an account of the professional development a novice adult education teacher, Author1, based on a self-study conceptually framed by complexity theory. It is revealed that Author1 adapted to her systemic conditions by enacting practices such as obtaining opinions and insights from colleagues outside her institution and also developing new pedagogical strategies. To conclude, we suggest that there is need for institutional support for novice teachers to engage in meaningful professional development experiences in order to enhance their skills and better facilitate student learning.
{"title":"Unpacking a huge messy box: using complexity theory to envision how a novice TESOL teacher emerged from university into the classroom","authors":"Ghazalossadat Fatemi, Matthew Atencio, E. Saito","doi":"10.1080/14623943.2022.2122033","DOIUrl":"https://doi.org/10.1080/14623943.2022.2122033","url":null,"abstract":"ABSTRACT The nature of support for novice teachers, especially those coming from non-Anglophone countries, will impact upon teacher retention and student learning outcomes. Lack of support can generally lead to novice teachers leaving the field specifically because of their inability to perform their roles satisfactorily. There is a significant lacuna in the literature, however, about how novice teachers in adult education work in institutions where they face difficulties and seek to overcome these challenges. Therefore, this study aims to provide an account of the professional development a novice adult education teacher, Author1, based on a self-study conceptually framed by complexity theory. It is revealed that Author1 adapted to her systemic conditions by enacting practices such as obtaining opinions and insights from colleagues outside her institution and also developing new pedagogical strategies. To conclude, we suggest that there is need for institutional support for novice teachers to engage in meaningful professional development experiences in order to enhance their skills and better facilitate student learning.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"1 - 13"},"PeriodicalIF":1.2,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46486522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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