Session Information
10 SES 10 B, Research on Programmes and Pedagogical Approaches in Teacher Education
Paper Session
Contribution
One of the primary aims of most teacher training programmes today is to develop in their students the ability and willingness to act as reflective practitioners, adopting critical insights into practice as appropriate. The ability to reflect however is a learnt skill and the step of adopting insights into practice can be slow to follow. Many programmes incorporate a range of approaches to develop reflective skills (e.g. journals, portfolios, microteaching, action research projects). The objective of this research is to explore how the unique perspective of being a learner and reflecting on a learning experience, as opposed to a teaching experience, can impact on students’ teaching practice. The hypothesis in this research project is that the experience of being a novice learner in their own discipline acts as a shortcut in developing student teachers' ability to reflect on their own practice. By reflecting on their own learning and their own experiences in the classroom, student teachers are challenged to address their understanding of their own pupils and the dynamics of their own classroom from a novel perspective and this first hand experience provides a strong impetus to implement change in their own practice.
The key research question is:
how does the experience of being a novice learner in their own discipline (in this case, the disciplines of language and music) impact on student teachers' beliefs about teaching and learning in general and in the discipline and how does this impact on their practice?
The focus is on the development of reflective skills, from analysis of a teaching environment where they are the pupils, through reflection on their learning in this environment, to reflection on their own teaching with a stronger focus on student learning. This paper aims to explore how observations of a learning experience made at first hand can be a major catalyst in adopting change in student teachers' practice and how this develops in students' reflective journals. The findings of this case study suggest that, regardless of discipline, reflection on the learning experience does drive change in student teachers' practice.
Method
Expected Outcomes
References
Adler, S. (1991). The Reflective Practitioner and the Curriculum of Teacher Education. Journal of Education for Teaching 17(2), 139-150. Calderhead, J. (1989). Reflective Teaching and Teacher Education. Teaching and Teacher Education, 5(1), 43-51. Cruickshank, D., Kennedy, J., Williams, E., Holton, J. and Faye, E. (1981). Evaluation of Reflective Teaching Outcomes. Journal of Educational Research. 85(1), 26-32. Hatton, N. and Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education 11(1), 33-49. Kohonen, V. 2001. Teacher growth and site-based curriculum development: developing inservice teacher education. In Kimonen, E. (ed.): Curriculum approaches. Jyväskylä: Department of Teacher Education in Jyväskylä University, 35-53. Kohonen, V. and P. Kaikkonen, 1996: Exploring new ways of inservice teacher education: an action research project. European Journal of Intercultural Studies 7(3) 42-59. Little, D., 1999: Developing learner autonomy in the foreign language classroom: a social-interactive view of learning and three fundamental pedagogical principles. Revista Canaria de Estudios Ingleses 38, pp.77–88. Little, D., 2001: We’re all in it together: exploring the interdependence of teacher and learner autonomy. In L. Karlsson, F. Kjisik and J. Nordlund (eds), All together now, pp.45–56. Helsinki: University of Helsinki, Language Centre. Schon, D. (1987). Educating the reflective practitioner: Toward a new design for Teaching and Learning in the Professions. San Francisco: Jossey Bass.
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