10 SES 07 C, Enhancing the Quality of Teacher Education
This paper reports the theoretical framework, objectives, methodology, and expected findings of a project recently awarded an innovative teaching grant at the Education University of Hong Kong (EDUHK). The threefold project objectives are aimed at developing reflective competence in preservice teachers:
1. Develop reflective teaching through knowledge and teaching practice sharing with non-local preservice teachers (African and European) as critical friends;
2. Enhance pedagogical awareness through lesson observation and micro-teaching activities in a self-accessed program at Moodle designed to support block practice;
3. Support adoptions of flipped classroom in diverse classroom contexts.
Reflection is regarded as an aspect of quality teaching (Jay, 2003; Taggart & Wilson, 2005) as well as a . Emphasising reflective practice has been considered as a hallmark of excellent teaching strategies in higher education (Boud & Walker, 1998; Kane, Sandretto & Heath, 2004; Yost, Sentner, & Forlenza-Bailey, 2000). Reflection is important because it underpins professional judgement, provides a channel for learning and professional advancement, and serves as a means to teaching improvement, learning enhancement and a steady growth in performance standards for both schools and national education systems (Pollard et al., 2014).
Teaching is complex activity that requires real time response and knowledge integration of learners, subject matter knowledge, assessment, and instruction. Effective teachers can be characterized by their ability to consider interrelationships of these multiple aspects of teaching (Davis, 2006). Reflection is defined as “deliberate thinking about action with a view to its improvement” (Hatton & Smith, 1995, p.40).
Reflection is productive for preservice teachers when it requires them to integrate their knowledge about different aspects of teaching. This reflective process is proactive if it is taken before the lesson at the lesson planning stage, while it is reactive if the focus is what has happened in a past lesson. Very often this is a mixed process.
Reflection is a valued emphasis in the current field experience requirements of the EDUHK because preservice teachers are expected to develop the “ability to facilitate learning and talk meaningfully about [their] practice” (Tyrrell et al., 2013, p.15) in their conferences with supporting teachers and supervisors as well as in their lesson plans, learning journals, and a portfolio.
This project will offer an innovative approach to encourage reflection by student teachers through: 1) e-learning activities involving lesson observation, 2) peer sharing, and 3) practices on flipped classroom during their practicum. These learning activities will share the same three key characteristics identified in other focal reflection frameworks in the literature (see Lee, 2005; Ward & McCLotter, 2004): cyclic nature, broad perspective, and inquisitive stance to integrate theory and practice.
Engaging in lesson observation and micro-teaching activities could help preservice teachers build a repertoire of teaching skills, but also enhance preservice teachers’ pedagogical awareness in our previous Teaching Development Grant project, PEERS. We will explore whether preservice teachers can develop a global perspective of teaching through regular reflections and weekly experience sharing with other non-local preservice teachers. Student teachers are expected to take full advantage of multimedia and technologies in sharing.
Boud, D., & Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in higher education, 23(2), 191-206. Davis, E. A. (2006). Characterizing productive reflection among preservice elementary teachers: Seeing what matters. Teaching and Teacher Education, 22(3), 281-301. Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and teacher education, 11(1), 33-49. Jay, J.K. (2003). Quality Teaching; Reflection as the Heart of Practice. Oxford: The Scarecrow Press, Inc. Kane, R., Sandretto, S., & Heath, C. (2004). An investigation into excellent tertiary teaching: Emphasising reflective practice. Higher education, 47(3), 283-310. Lee, H. J. (2005). Understanding and assessing preservice teachers’ reflective thinking. Teaching and teacher education, 21(6), 699-715. Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice. Psychology Press. Moon, J. A. (2006). Learning journals: A handbook for reflective practice and professional development. Routledge. Orland-Barak, L. (2005). Portfolios as evidence of reflective practice: What remains ‘untold’. Educational research, 47(1), 25-44. Pollard, A., Black-Hawkins, K., Cliff-Hodges, G., Swaffield, S., Dudley, P., James, M., & Turner, F. (2014). Reflective Teaching in Schools: Evidence-Informed Professional Practice. Bloomsbury Publishing. Taggart, G. L., & Wilson, A. P. (2005). Promoting reflective thinking in teachers: 50 action strategies. Corwin Press. Tyrrell, J., Lo, M-L., Sankey, D., & Sam, C. A. (2013). Field Experience Handbook (Pres-service education programmes. Hong Kong: The Hong KOng Institute of Education. Ward, J. R., & McCotter, S. S. (2004). Reflection as a visible outcome for preservice teachers. Teaching and teacher education, 20(3), 243-257.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.