Teacher Professional Development: Exploring New Alternatives of Reflective Practice
Author(s):
Paula Guerra (presenting / submitting)
Conference:
ECER 2015
Network:
10. Teacher Education Research
Format:
Paper

Session Information

10 SES 01 E,

Paper Session

Time:
2015-09-08
13:15-14:45
Room:
101.Oktatóterem [C]
Chair:
Bruno Leutwyler

Contribution

Discussion about teacher education has been focused on global issues, such as economical or structural aspects, leaving on the background the complex process of learning to teach as part of the teacher professional development (Darling Hammond, 2006). As a matter of fact, one relevant issue should be considered: the reflective practice that might be foster by teacher education

This approach requires providing opportunities for teachers to reflect about their beliefs and share with others their own interpretations (Leavy, Mcsorley & Bote, 2007). As a result, teachers’ ideas may become more complex and sophisticated (Zhang,  Lundeberg & Eberhardt, 2011).

Teachers are frequently alone in their classrooms and have few spaces to interact with peers and discuss about pedagogical issues. Teacher professional development should promote those practices in order to improve learning (Borko, 2004; Fullan & Hargreaves, 1991; Coke, 2005; Javornik & Ivanus, 2008).

Traditional in-service teacher education usually includes a conventional setting to introduce an instructional technique or curriculum, delivered by an expert (Cohen & Hill, 2000). But, to change the core elements of teaching requires “extended opportunities for teachers to learn, generous support from peers and mentors, and opportunities to practice, reflect, critique, and practice again” (p.307)

In that context, given the importance of reflection and the social nature of teacher learning, it is important to evaluate alternative forms of teacher professional development. As a way to contribute to this discussion, this study proposes to address reflective practices in teacher professional development from a playful approach. This proposal is supported by the idea of “protected space” (Bourgeois & Nizet, 1997).This mean that it is more likely that learner cognitively engage with situations where "you can afford to experiment different worldviews or new ways of thinking or acting, without (too) risks to their identity and trajectory" (Bourgeois & Nizet, 1997, p. 24). For those reasons games could be a relevant strategy for teacher learning.

This study examined the experience of teachers’ professional development in an instructional device based on the use of games that were adapted to foster reflection and critical analysis among teachers from the work of popular education developed for the Center of educational research and development (CIDE in spanish) during the 80’s.

The current study contributes to the analysis of alternative forms of teacher professional education that include the emotional and social aspects of learning and that address the resistance to change that some teachers present (Tillema, 1998). Besides, address teachers perception of the experience and including the pro and cons that they highlight, as a way to recognize their voices in the analysis of the teacher development process.

The research questions of this study are: How teachers evaluate the experience of professional development based on reflective practice and game approach? And what features of the teaching-learning device they mention as relevant for teacher learning? 

Method

This is a case study of two teams of 9 in-service teachers of a primary school in Santiago, Chile. They were invited to participate in three sessions of collaborative activities based on games, played in groups of 4-5 teachers. The school staffed 30 teachers serving approximately 1100 students from preschool to 8th grade (48.4% from low income families). The teams met once a week at school and were accompanied by the researchers, whom prepared the material, settings and observed the game development. The games used in this experience were: - Who gives more?: include cards with statements concerning three issues (role of teacher, role of students and role of other educational actors) and 1-5 numbered cards that were delivered to each participant. The participants took a card, read aloud and should “bet” according to the importance of each sentence and explain the score assigned. Participants must take into account the meaning assigned to each sentence. - Educative criteria: The game includes a board with 6 categories about different aspect of teaching and learning (evaluation, methodology, etc.) and a set of cards with related statements. Each participant threw the dice and took a card, from the category defined by the dice. Read aloud that card and proposed its location: negative (X), positive (√) or query (?). The group argues until reached an agreement and continue with the next turn. - Mith or reality: Included two types of cards: Card games that contained statements about teaching and learning in poverty contexts and information cards,included scientific data relevant to the issue and that were always available for the players. Each participant drew a card game, read aloud and decided if it is mith, reality or questionable (and may use the information cards to support the argument). The group argued in favor or against the election. Once finished the experience, four teachers were interviewed in order to get a deep comprehension of their perception and evaluation of the teaching-learning device. Interviews were transcribed verbatim and analyzed through qualitative content analysis.

Expected Outcomes

The preliminary results focus on the evaluation of the experience. Teachers evaluated it in positive terms (“interesting”, “enjoyable”). Although one teacher felt that in some moments aims of activities were not clear. They highlight that games foster reflection about their practice, ideas and point of views. Also, the device allows discussing and exchanging ideas (“being able to look other views… was interesting, I liked that”). They positively evaluate the interaction among participants. Moreover, one of the interviewed suggested that the activities might work as model of teaching practices. In the same line, another teacher employed one of these games in his classroom as a tool of teaching in 8th grade (“I applied this material in 8th grade and works, promotes the discussion”) Teachers report change in their ideas of learning and teaching. One teacher explained that she felt her initial ideas were reinforced, especially about teacher´s role and educational material uses. Another interviewed recognize changes and metacognitive processes about the meaning of being a teacher (“understand what I’m doing as a teacher“) and aims and purposes of teaching. Finally, a teacher highlights changes about the importance of collaboration among teachers, in order to improve students’ learning (“We should stop being an island”). According to teachers, some participants were less critical than others and that affects levels of reflection achieved. In other cases, they recognize that the discussion could be extended by hours, because all the players were actively involved. In order to organize the group dynamic, they suggest a moderator, who might trigger and coordinate the discussion The results show positive implications and suggestion of ways to improve. Despite it short time (3 sessions/3 weeks), teachers show interest results, even in a practice level. This suggests that a medium-term experience may generate important improvements in teachers learning and practice.

References

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(3), 3-15. Bourgeois, E. & Nizet, J. (1997). Apprentissage et formation des adultes. Paris: PUF Cohen, D. & Hill, H. (2000). Instructional policy and classroom performance: The mathematics reform in California. Teachers College Record, 102(2), 294-343. Coke, P. (2005). Practicing what we preach: An argument for cooperative learning opportunities for elementary and secondary educators. Education, 126(2), 392-398. Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57, 300-314. Fullan, M. & Hargreaves, A. (1991). What's worth fighting for in your school? Working together for improvement. Buckingham: Open University Press. Javornik, M. & Ivanus, M. (2008). Cooperative learning and team culture in schools: Conditions for teachers’ professional development. Teaching and Teacher Education, 24(1), 59-68. Leavy, A., Mcsorley, F., & Bote, L. (2007). An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning. Teaching and Teacher Education, 23(7), 1217-1233. Tillema, H. (1998). Stability and change in student teachers’ beliefs about teaching. Teachers and Teaching: Theory and Practice, 4, 217-228. Zhang, M., Lundeberg, M., & Eberhardt, J. (2011). Strategic facilitation of problem-based discussion for teacher professional development. Journal of the Learning Sciences, 20(3), 342–394.

Author Information

Paula Guerra (presenting / submitting)
Pontificia Universidad Católica de Chile
Santiago

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