Reflective Professional Development Research Articles

Zooming in: Social work supervisors using online supervision

A group of geographically dispersed social work practitioners who provide professional supervision responded to an invitation put out through the Aotearoa New Zealand Association of Social Workers (ANZASW) networks to be part of an online group in late 2015. Seven members committed to meeting for one hour every eight weeks using the online meeting platform, ZoomTM. This viewpoint provides an opportunity to share our experience of the development and process of this group, with its potential for ensuring a safe reflective space and ongoing professional development.

Job-embedded, collaborative and reflective professional development for university administrators: The action learning pedagogy

Job-embedded, collaborative, and reflective professional development programmes have generally been praised internationally for promoting knowledge sharing and meeting the learning needs of extremely busy practitioners, such as university academic and administrative staff. However, in the Southern African context where, for a variety of reasons, professional development draws extensively on traditional pedagogies, their usefulness has not been fully tested. Analysing the experiences of 11 participants of the Programme for University Leadership in the Southern African Region (PULSAR) and subsequent developments within their own institutions, this paper shows how Action Learning can be used as a tool for change for university senior administrators. Through this job-embedded, collaborative, and reflective pedagogy, Action Learning provides enabling conditions for university administrators to unlearn, learn and relearn engagement strategies (e.g., questioning and listening skills, participative team-work) to approach workplace problems differently, and in the process, build more effective working relationships.

Exploring Reflective Practice Among College EFL Teachers in Saudi Arabia

During the past decade, there has been increasing interest in the role of reflection in professional development, especially amongst teacher educators in the Kingdom of Saudi Arabia. Engaging in reflective practice means taking an active role in learning and recognizing one’s personal responsibility for one’s own lifelong learning. Despite its prevalence as an important topic in the educational field and the multidimensional plans that have been implemented to restructure the Saudi education system, there is little to guide EFL educators in Saudi Arabia on how to effectively develop reflective ability in themselves and consequently in their learners. This study intends to explore the perceptions of EFL teachers on reflective teaching as a tool for teacher development and its challenges in the higher education sector in Saudi Arabia. The study is qualitative in nature, whereby semi-structured interviews were conducted with four EFL college educators in Saudi Arabia. The findings of the study indicate that the participants are aware of the value of reflective practice, and use different models of reflection in order to reflect on their daily practice. However, some participants manifested some uncertainties regarding reflective practice and its multifaceted nature whereas others highlighted the constraints impeding the practice of reflective teaching, namely, fixed curricula and the absence of adequate professional training. Thus, the professional development staff should provide in-service teachers with professional training about reflective practice and work with college administrators to produce a culture of inquiry in their teacher-learners.

Teachers’ Reflective Practice in Lesson Study: A Tool for Improving Instructional Practice

In teacher education, a collection of research has established the importance of reflection in professional development. Lesson study, a popular professional development in Japan, incorporates reflection in one of its stages to enhance teachers’ capacity to look into their enacted practices to improve their research lessons. However, there appear to be few studies determining the types of reflective practice among teachers. In this study, the various stages of lesson study process were documented and transcribed to analyze the teachers’ reflective practices. Qualitative analyses yielded three types of reflective practice exemplified by the teachers, namely: descriptive, analytical, and critical. The study highlighted the collaborative, sustainable, and provisional environment which enabled the teachers to become practitioners who are able to use their reflections to gain understanding of their instructional practices. Findings also indicated that the context of professional development for teachers must be tailored to their direct experiences for them to significantly use the outcomes.

Exploring Reflective Practice among College EFL Teachers in Saudi Arabia

During the past decade, there has been increasing interest in the role of reflection in professional development, especially amongst teacher educators in the Kingdom of Saudi Arabia. Engaging in reflective practice means taking an active role in learning and recognizing one‟s personal responsibility for one‟s own lifelong learning. Despite its prevalence as an important topic in the educational field and the multidimensional plans that have been implemented to restructure the Saudi education system, there is little to guide EFL educators in Saudi Arabia on how to effectively develop reflective ability in themselves and consequently in their learners. This study intends to explore the perceptions of EFL teachers on reflective teaching as a tool for teacher development and its challenges in the higher education sector in Saudi Arabia. The study is qualitative in nature, whereby semi-structured interviews were conducted with four EFL college educators in Saudi Arabia. The findings of the study indicate that the participants are aware of the value of reflective practice, and use different models of reflection in order to reflect on their daily practice. However, some participants manifested some uncertainties regarding reflective practice and its multifaceted nature whereas others highlighted the constraints impeding the practice of reflective teaching, namely, fixed curricula and the absence of adequate professional training. Thus, the professional development staff should provide in-service teachers with professional training about reflective practice and work with college administrators to produce a culture of inquiry in their teacher-learners.

Professional Reflection a Cradle of Student Teacher’s Professional Development

The emergence of connotation of reflective practices within the field of teacher education has resulted in a greater need for student teachers to consider the effectiveness of their teaching practices to meet the increased levels of accountability that is associated with their professional development. This paper provided an examination of the potential contribution of reflection for the development of effective teaching skills among student teachers during practicum course by utilizing both quantitative and qualitative research methods. This paper aimed to study the potential links between reflective practices and professional development of student teachers. Paper also examines the reflective practices of student teachers. The results revealed that reflections on professional practices supported student teachers to improve their relations with students and colleagues. Student teachers reported that they got self-awareness, they were able to understand the knowledge-in-action which enhanced student teachers skills for delivery of lesson during practicum. DOI: 10.5901/mjss.2015.v6n3s1p376

Promoting professional development in new school principals

Purpose – The purpose of this paper is to examine the use of coaching for newly appointed school principals and head teachers as they establish themselves in their new role. Design/methodology/approach – To examine the use of coaching for newly appointed school principals and head teachers as they establish themselves in their new role. Findings – Teachers in a number of countries receive coaching to improve their effectiveness. It is also now being offered to newly appointed school administrators – the school principal in the USA, the head teacher elsewhere – to help them settle into their new role. Surprisingly, there has been little research assessing the effectiveness of executive coaches or find out what benefits – if any – result from coaching. It seems, then, to be a good time to look at new principal coaching and ask what does or doesn't work. And who better to ask than the coaches themselves. Practical implications – Distinguishes between the coaching needs of newly appointed teachers and those of school administrators. Suggests a requirement for more process-oriented training for new principal coaches. Social implications – Highlights the emphasis that these coaches place on process rather than content and discusses their use of real-life, real-time issues to promote reflective enquiry and professional development. Originality/value – Considers coaching from the perspective of the coach. Demonstrates how coaching can support recently appointed school principals as they adapt to their new work environment and develop the skills needed to take on complex tasks.

Developing professionalism through reflective practice and ongoing professional development

ABSTRACTThis article contributes to the debate on early years professionalism. It explores the impact of a continuous professional development (CPD) programme, in particular a module on professional practice, on early childhood care and education (ECCE) practitioners’ identity as early years professionals. Action research informed the development of the programme and ensured that everyone had a ‘voice’. Support in developing the participants’ pedagogical knowledge in the learning and teaching domains was also provided. Analysis of the data collected revealed, how through reflective practice and action planning, ECCE practitioners’ perception of themselves changed. Through actively evaluating their own practice and measuring it against the theory and official discourse of early years quality and curriculum frameworks, the participants gained new knowledge about themselves and their teaching. They also acquired the professional language required to discuss children's learning and their practice with others.

In-service English language training for Italian Primary School Teachers An experience in syllabus design

The aim of this paper is to report on an in-service English Language Teacher Training Programme devised for the Government project to equip Italian primary school teachers with the skills to teach English. The paper focuses on the first phase of the project which envisaged research into the best training models and the preparation of appropriate English Language syllabuses. In the first three sections of the paper we report on the experience of designing the language syllabus. In the last section we suggest ways of using the syllabus as a tool for self reflective professional development.

Reflexión en el desarrollo profesional del profesor de ELE

REFLECTIVE PRACTICE AND PROFESSIONAL DEVELOPMENT IN SPANISH AS A FOREIGN LANGUAGE TEACHING
 Class journals, portfolios and observing classes are tools that can help language teachers to systematize their reflection on their own practice. Teacher Trainers need to be conversant with these tools and their use in order to enable and enhance a teacher’s professional development. Starting such reflective practice processes brings many advantages to the language teachers enhancing motivation, professional and personal interest.

Applying the Theory of Variation in Teaching Reading

This paper presents a model of collaborative and reflective professional development for teachers that focuses on student learning. The model comprises a cyclical series of lessons that were carried out in Hong Kong with three classes of Secondary Four (Grade 10) students (94 students. The lessons were designed to develop the reading skill of inferring characters’ traits from the events of a story—a skill that presents difficulties for many secondary school students of English as a second language. The learning activities incorporated in the research lessons were underpinned by the Theory of Variation proposed by Marton and Booth (1997), which allows students to discern the critical features of the particular skill to be learnt. Findings indicate that the lessons were successful in helping the students to develop the skill. Teachers also benefitted from the collaborative reflections and investigations. The paper suggests that this model may enhance both student learning and teacher professional development.

Reducing discrepancies between teachers’ espoused theories and theories-in-use: an action research model of reflective professional development

This article reports on an action research project in which two New Zealand classroom teachers worked with a university researcher to investigate the effects of their knowledge, thinking, and beliefs on the ways in which they mediated students’ learning in teacher–student interactions. Working in a small community of practice over a two-year period, the group carried out four cycles of action research. They gathered information through semi-structured interviews and classroom observations, and engaged in professional reading, reflection, and discussion. Initially the group found discrepancies between the teachers’ espoused theories and their theories-in-use. Implicit beliefs and routinised behaviours were found to have a detrimental influence on the nature of the teachers’ interactions with students. Through examination of their own practice and participation in reflective professional development, the teachers were able to make incremental changes and improvements in their interactions with students.

Public reflection within learning communities: an incessant type of professional development

This article is based on a study focusing on how structured learning communities can promote reflective awareness and professional development, through collaborative analysis of professional experience. As participant–observer, the researcher used recorded observations as well as individual participants’ reflective writing as data. Of importance is the fact that all seven participants argued that they developed professionally and started to dig deeper into their experiences as the five-month study progressed. They also pointed out that this type of professional development was immediately relevant to their present needs, and this was what motivated them to further engage in reflection as a tool for professional development. Aspects such as conflict and uncertainty in teacher learning, and how collaboration promotes further reflection will also be discussed.

The Education and Socialization of Audiology Students and Novices

This article is the fifth in a series of five articles explaining the findings of a constructivist grounded theory study. The theory is named RESPoND: Reflection in the Education and Socialization of Practitioners: Novice Development. Participants in the study included a cohort of audiology students, clinical faculty, and preceptors. This particular article focuses on the third of three facets that together explain the role of reflection in novice development, in the context of the RESPoND theory. The facet of focus in this article explains reflection as a developing behavior. This article also explores the overall RESPoND theory as a whole, as a process through which audiology students and novices develop and socialize into the profession, as understood through reflective processes. Audiology is a relatively young health profession with emerging literature on professional identity, professional socialization, and professional development. Rigorous research focused on understanding and representing the complex processes of becoming an audiologist and being an audiologist engaged in lifelong learning may be helpful in moving the profession forward as an autonomous and constantly improving profession. This article provides insight into the evolutionary journey form audiology student to novice audiologist, the development of reflective behavior within this process, and the intertwined processes of reflective development and professional development as audiologists are educated and socialized toward professional practice. These findings are presented as theory that is grounded in one cohort's experience. Yet, although contextually tied, the theoretical implications may extend to others involved in audiology education and practice.

Action Research Topics and Questions in a Foreign Languages Teaching Practicum in Colombia

Pre-service teachers identify topics and formulate research questions in action research under the guidance of advisors in the teaching practicum of an undergraduate foreign languages teaching program in Colombia. The objective is to examine pre-service teachers' and advisors' beliefs about useful methodological strategies to identify the topics and formulate the research questions, and the roles they assumed. The method in this case study was structured questionnaires and semi-structured interviews with the participants. This study shows that journal writing, collaborative dialogue, exploring and expanding one's theoretical base, delimiting topics, and de­monstrating work were useful strategies. Though pre-service teachers took ownership of choosing topics and formulating questions, some shared roles led advisors to participate more actively in this process. The methodologi­cal process used to identify the topics and formulate the research questions is associated with a reflective professional development endeavor with in­dividual and group reflection. Recibido: 01-09-09 /Aceptado: 28-01-10 How to reference this article: Mcnulty Ferri, M. (2010). Questions et sujets de recherche action d'enseignants en formation dans un programme de Licence en Langues Etrangères de Colombie. Íkala.15(1), pp.207-230.

Course Design and Teacher Development in Vietnam: A Diary Project

project arose from a situation that was both an opportunityand a challenge. While teaching in Vietnam in the spring of 2004, Ireceived an invitation from the national university in Hanoi. Theletter asked me to teach there and specifically to develop apostgraduate course called Literature in Language Teaching.Because such a course had long been a dream of mine, I eagerlyaccepted. Over the summer, however, I was warned that due to redtape the course might not be approved for the fall semester andcould well be delayed until the following year. I put mybrainstorming on the back burner. In mid-August, I received wordthat I would be permitted to teach the new course as a specialelective . . . and could I start it in 3 weeks?This article is a situated inquiry that recounts and analyzes whathappened next, presenting a layered, reflective analysis centeredaround course design and professional development in a teachereducation classroom belonging to nonnative-English-speaking(NNES)teachers.Theresearchiswritteninthisforminordertoacknowledge more fully its embedded and contextualized nature aswellastoexploreinmoreself-consciouswaystheinteractionsbetweenthe NNES course participants and me, their native-English-speaking(NES) teacher educator. The intention is to disclose or discoverthicknesses and textures in the experience, thus enriching implicationsor potential applications for other contexts (Johnson, 2006).Although new to this university, I had significant previousexperience teaching literature in Asian and North Americanpostsecondary settings. I also understood the role of literature in aVietnamese English to speakers of other languages (ESOL)

Trainee teachers’ use of blogs as private reflections for professional development

A collaborative research project between Sheffield Hallam University and Nottingham Trent University in the UK investigated the use of blogs with trainee teachers as an alternative to reflective paper‐based diaries. An action research case study, involving focus groups of post‐graduate (secondary) trainee teachers (one group from each University) was undertaken to determine attitudes and perceptions of blogging as an appropriate tool to support reflective professional development. The findings indicate that the use of blogs by the trainee teachers had a positive impact overall, and provide concrete evidence of their development as emerging professional teachers. Unlike traditional paper‐based systems, blogs provided ongoing opportunities for the tutor to assist the trainees in their development as reflective practitioners. This paper seeks to share the findings of this research which the authors believe could be applicable to other areas of Higher Education.

Reflective Practice and Professional Development in Engineering Education

Reflective Practice and Professional Development in Engineering Education

Reflective professional development for urban teachers through videotaping and guided assessment

As a part of the United States Department of Education Teacher Quality Enhancement Grants (TQE) program, a professional development project was conducted to support selected urban teachers from a Professional Development School to think reflectively about their teaching and learning. The 24 survey items were developed based on the three domains of Danielson’s teaching practice. Using the survey, the eight participating teachers and 15 external reviewers were asked to assess the videotaped teaching performances three times. The main goal of the study was to examine if the participants would improve their reflective thinking skills using structured reflective tools, i.e. videotaping, the assessment rubrics, reflective writing guidelines, coaching and the reflective practice model. In addition the study examined if there were any significant differences in the three ratings. The results indicated that several items showed the significances among the ratings, and half of the participants evolved to the stage of evaluation, creating new schemata.

Collaborative and reflective professional development

Seven experienced university teachers who already required reflective journal writing from their students undertook an innovative experiment in which they made the same demand of themselves, with their own continuing professional development (CPD) in mind. Six of them received and considered confidential facilitative comments upon each journal written, provided by the seventh member, who had had experience of this form of facilitation. An original feature of the pilot was for the facilitator to act as a primus inter pares, genuinely compiling his own reflective journal with his own CPD in mind, and offering it for comment, in return for each incoming journal. The teachers' experiences and reactions to these are reported, together with their suggestions for refinement of this scheme.