Community of practice for teachers: sensemaking or critical reflective learning?

Ng, Pak Tee; Tan, Charlene

doi:10.1080/14623940802652730

Cited by 63 publications

(49 citation statements)

References 30 publications

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“…These habits include: engaging in critical reflection on practice (Larivee, 2008;Smith, 2002); collaborating with peers (Clement & Vandenberghe, 2000;Ng & Tan, 2009); and seeking to deepen knowledge and strengthen skills (Garet, Porter, Desimone, Birman, & Kwang, 2001). It is agreed by these authors and others that desirable habits are the most effective when integrated into the daily school life of teachers (Robinson, 2003;Smardon & Charteris, 2012).…”

Section: Professional Summarymentioning

confidence: 99%

“…Furthermore, I have been able to follow themes of my own personal and professional interests and have also come to realise the vast range of new perspectives, initiatives and possibilities in teaching and learning that I might never have discovered. Being on study leave, without daily classroom needs dominating my attention, enabled me to generalise and broaden my perspective of not only my own practice but the nature of teaching itself, taking me beyond sensemaking into critically reflective learning (Ng & Tan, 2009). Clement and Vandenberghe (2000) compare and contrast the benefits of solitary and collegial forms of professional development.…”

Section: Collaboration In a Community Of Practicementioning

confidence: 99%

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Making professional development personal

Powers¹

2015

tandc

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Teachers and Curriculum is an online peer-reviewed publication supported by Wilf Malcolm Institute of Educational Research (WMIER), Faculty of Education, The University of Waikato, Hamilton, New Zealand. It is directed towards a professional audience and focuses on contemporary issues and research relating to curriculum pedagogy and assessment. ISSN 2382-0349 Notes for ContributorsTeachers and Curriculum welcomes• innovative practice papers with a maximum of 3,500 words, plus an abstract or professional summary of 150 words, and up to five keywords;• research informed papers with a maximum of 3,500 words, plus an abstract or professional summary of 150 words, and up to five keywords;• thinkpieces with a maximum of 1500 words; and• book or resource reviews with a maximum of 1000 words. FocusTeachers and Curriculum provides an avenue for the publication of papers that• raise important issues to do with the curriculum, pedagogy and assessment;• reports on research in the areas of curriculum, pedagogy and assessment; Teachers and Curriculum, Volume 14, 2014Teachers and Curriculum, Volume 15, Issue 1, 2015• provides examples of innovative curriculum, pedagogy and assessment practice; and• review books and other resources that have a curriculum, pedagogy and assessment focus. Submitting articles for publicationPlease consult with colleagues prior to submission so that papers are well presented. Articles can be submitted online at http://tandc.ac.nz/ Layout and number of copiesAll submissions must be submitted online as word documents. Text should be one and a half spaced on one side of A4 paper with 20mm margins on all edges. Font = Times New Roman, 11 point for all text and all headings must be clearly defined. Only the first page of the article should bear the title, the name(s) of the author(s) and the address to which reviews should be sent. In order to enable 'blind' refereeing, please do not include author(s) names on running heads. All illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.

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Section: Professional Summarymentioning

confidence: 99%

Section: Collaboration In a Community Of Practicementioning

confidence: 99%

Making professional development personal

Powers¹

2015

tandc

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“…Ng and Tan's view that reflection within communities of practice can be as susceptible to the influence of managerialism as individual reflection is useful and support Brookfield's (1995:8) assertion that 'reflection is not, by definition, critical'. A key characteristic of critical reflective learning is that it requires one to move away from the immediate to take a broader view (Ng and Tan 2009). Doing so enables reflective practice to shift from problem-solving towards active collective reflection on the educational goals and values and issues of equity and social justice.…”

Section: Participatory Evaluationmentioning

confidence: 99%

Putting collective reflective dialogue at the heart of the evaluation process

Cooper

2014

Reflective Practice

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“…Even if I very often deliver the subjects by applying one-way teaching methods such as lectures, but, in another time I also tried to practice some active learning methods such as 'teaching starts with brainstorming and questions', 'small group discussions' and 'classroom debates'. It seems that my interactions with colleagues who have been quite advanced in practicing such active learning, have given me much more benefits, not only enhancing the possible quality of learning for students (Ng and Tan, 2009) but also 'collaborative dispositions' (Parkison, 2009) with my colleagues. Initially, I tended to imitate what they have practiced and gradually, I started making a little bit variation for my own teaching style.…”

Section: Afkarunamentioning

confidence: 99%

Becoming a Reflective Educator?; An Analysis of the Individual Career Trajectory and Importance of Reflection for Educaators

Nurwanto

2012

AIIJIS

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ABSTRAKTulisan ini mengungkap upaya bertahap yang dilakukan penulis untuk menjadi pendidik yang reflektif di tengah kondisi pendidikan yang kerapkali mandeg, rutin dan kurang inovatif. Dengan menyandarkan pada teori tahap-tahap karir pendidik, beberapa temuan penting dapat dikemukakan bahwa antara tahap awal karir sebagai pendidik dan tahap menuju kedewasaan dalam mendidik dapat ditemukan sebuah masa transisi karir yang sering menjadikan seseorang merasa ragu dan terasing atas pilihan karirnya. Tahap ini sesungguhnya perlu dilewati dengan tidak hanya melakukan kritik diri dan upaya perbaikan atas kinerjanya, namun juga perlu menyimak dan mengadopsi secara kritis atas inovasi dan kinerja terbaik atau keteladanan yang dilakukan kolega lainnya. Lebih dari itu, sejumlah kreativitas dan inovasi juga perlu dikembangkan sehingga karir sebagai pendidik merupakan pilihan penting dalam kehidupan seseorang. Tulisan ini juga menegaskan bahwa kemampuan merefleksi dan meningkatkan kinerja secara umum merupakan tindakan Islami bagi setiap Muslim yang memiliki profesi kependidikan. ABSTRACTThis article covers scaffolding efforts done by the writer to be a reflective educator in the middle of educational condition which is often stopped, routine and less innovative. By depending on the stages of carrier of being educator, some important inventions can be showed that between the first stage of carrier and the stage toward maturity in educating, it can be found a time of carrier transmission making ones be wary and alien to the carrier chosen. This stage must be passed by some actions not only having self reflection but also learn and adopt critically toward the best innovation and model done by other colleges. Moreover, some creativities and innovations also need to be developed, so the carrier of being an educator becomes the important choice in one's life. This article also explains that a skill of reflection and improving the quality of work is an Islamic action for every Moslem which is having educational profession.

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Community of practice for teachers: sensemaking or critical reflective learning?

Cited by 63 publications

References 30 publications

Making professional development personal

Making professional development personal

Putting collective reflective dialogue at the heart of the evaluation process

Becoming a Reflective Educator?; An Analysis of the Individual Career Trajectory and Importance of Reflection for Educaators

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