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"Reflective teaching Case studies."
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Exploring Pedagogic Frailty and Resilience
Exploring Pedagogic Frailty and Resilience provides exemplar case studies of academics' reflective narratives, initiated by map-mediated interviews and framed by the model of pedagogic frailty. These provide an authentic commentary about the current state of university teaching as a resource for professional development.
eBook
Language Teacher Noticing in Tasks
This book provides an accessible, evidence-based account of how
teacher noticing, the process of attending to, interpreting and
acting on events which occur during engagement with learners, can
be examined in contexts of language teacher education and
highlights the importance of reflective practice for professional
development. Central to the work is an innovative mixed-methods
study of task-based interaction which was undertaken with
pre-service English language teachers in Japan. Through close
analyses of task interaction coupled with recall data, it
illustrates the ways in which pre-service teachers noticed their
student partners' use of embodied and linguistic resources. This
focus on what teachers attend to, how they interpret it, and their
subsequent decisions has multiple implications for language
learning and teacher development. It demonstrates the value of
teacher noticing for developing rapport, supporting pupils'
language acquisition, enhancing participation, fostering reflection
and guiding observation, a central feature of language teachers'
career advancement.
eBook
Video as a tool for focusing teacher self-reflection : supporting and provoking teacher learning
This article describes the research landscape related to the use of video for promoting teacher learning, drawing on a variety of research studies to illustrate the breadth of approaches that have been employed. One particular research study is reported in some detail since, it is argued, this represents a new level of devolution of agency to teachers to play a self-scaffolding role in their own professional education. The study involved the investigation of an approach to the provision of feedback to teachers about their practice that involved stimulating teacher self-reflection and juxtaposed structure and agency. An observation framework grounded in classroom practice research was developed, and teachers selected elements of that framework to serve as the focus for examining their practice and seeking feedback about that practice. Teachers and researchers examined video-recorded lessons focusing on the teachers' selected observation elements, and then engaged in feedback conversations about their observations and analyses, and the implications of these for future practice. The approach identified the video record as an artefact of the teacher's own practice and one which demanded a professional response from the teacher. The balance between structure and agency realised in the study, in combination with the use of video for observation and analysis of practice, facilitated teacher self-reflection and functioned to both support and provoke teacher learning. [Author abstract]
Journal Article
Teacher Use of Digital Stories to Promote Reflective Practice Supportive of Migrant and Refugee Children’s Sense of Belonging
Creative and innovative reflective methods are important to prompt and sustain alternative and novel ways for teachers to consider their professional identity and practice. Digital storytelling is one such method that enables the sharing of valued events including narratives of lived experience. This paper reports on a case study investigating teacher use of digital storytelling to promote reflection and pedagogical awareness in support of immigrant and refugee children’s developing sense of belonging. The case study is part of a larger funded project aimed at strengthening the identity and belonging of refugee and immigrant children in early childhood education. In the case study, four early childhood education teachers in an education and care centre planned and created their digital narratives, reflected on the process, and considered the opportunities and implications for integrating digital storytelling in their practice. A range of qualitative data were collected through observations (notes, photographs, video recordings), focus group interview, and teacher created artifacts. Thematic analysis identified that teachers valued their experiences with creating their own digital stories in identifying and affirming their values and identities as teacher practitioners, and in thinking more deeply about coming to belong. They recognised the transformative potential of digital storytelling in promoting understandings of belonging, facilitating reflective practice and identifying relevant belonging-based pedagogical strategies. They recommended other staff and parents could undertake a similar process, predicting that this would enable even stronger reciprocal connections between staff, parents and children to facilitate greater understanding of children’s cultural backgrounds and home experiences as a basis for establishing more targeted belonging-based pedagogies.
Journal Article
EFL teachers’ practices and perspectives on self- and collaborative contextualized reflective practice
Reflective practice (RP) by EFL teachers has been found to have the potential to improve teachers’ pedagogical and professional competencies. This study reports the implementation of a contextualized RP model that integrates the Lesson Study (LS) principles by Indonesian English as a Foreign Language (EFL) teachers. The implementation was conducted at six junior high schools over a course of three months. Data collection methods included three-session classroom observations for each teacher conducted during the RP model implementation, and two sessions of focus group discussion (FGD) after the implementation. The research participants included the six EFL teachers who became the model teachers, as well as several other EFL teachers and six school principals who participated as observers. The results demonstrate teachers’ ability to conduct RP before, during, and after lessons. While they missed some opportunities to conduct reflection-during-lessons, almost all model teachers and teacher observers showed competence in reflecting after the lesson. The teachers realized the importance of conducting reflections to improve their teaching practices and students’ learning. In addition, both model teachers and teacher observers obtained the benefits of getting involved in the RP model implementation, became less nervous, and agreed with the sustainability of the implementation. The findings suggest that, in the future, RP should be well programmed by each school or by broader authorities.
Journal Article
Practice and effectiveness of “nursing case-based learning” course on nursing student's critical thinking ability: A comparative study
Case-based Learning was an effective and highly efficient teaching approach that was extensively applied in education systems across a variety of countries. Critical thinking ability is an important indicator for access the study ability for baccalaureate nursing education.
The study aimed to explore the effect of “nursing case-based learning” course on the critical thinking ability of nursing student.
A total of 80 students who were in Junior were included in this study. The experimental group included 40 students who selected “nursing case-based learning” course. The control group included 40 students who selected the traditional teaching course.
The critical thinking disposition inventory (CTDI-CV) was used to evaluate the effects of the critical thinking abilities during the 1st week (pre-test), the 9th week (mid-test), and the 18th week (post-test).
There are no statistically significant differences between two groups in the pre-test thinking abilities (P > 0.05). After nine weeks, the critical thinking abilities of experimental group were significantly higher than control group (P < 0.05). Three obtained time-points had statistically significant differences of control and experimental group (P < 0.05).
The “nursing case-based learning” was an effective course to develop the critical thinking abilities of nursing students. Strict instructional design was the guarantee for the smooth implementation of “nursing case-based learning” course.
•A course was designed to develop critical thinking in nursing undergraduates.•Course case was a series of clinical cases, included the “admission care, inpatient care, discharges care” framework.•The \"nursing case-based learning\" course uses a rigorous instructional design.
Journal Article
From reflective practice to communicative interaction: a case study on the use of blogs by student teachers
This case study examines the use and possibilities of blogging as reflective practice journals by student teachers during their practicum. The blog serves as a tool for the construction of their teacher identity through the encouragement of daily reflection on school experiences. The study investigates how the blog, as a digital tool, facilitates peer interaction, reflective thinking, and collaborative knowledge construction. Conducted with participants from primary and secondary education programs at the University of Valencia the research employs a qualitative, instrumental case study methodology. The researcher acted as the teacher-tutor of the internships and students shared their impressions by sharing their experiences within the group. Findings suggest that blogs function as effective platforms for fostering reflective writing, enhancing peer support, and promoting collaborative knowledge construction, ultimately contributing to the development of professional identity among student teachers. Self-censorship is identified as the main limitation, especially when sharing perceived shortcomings in the school system and teaching practice. The study concludes that the blog provides an interactive space that enriches personal writing expression and collaborative learning, highlighting also their value in teacher education.
Journal Article