Facilitating the professional learning of new teachers through critical reflection on practice during mentoring meetings

Harrison, Jennifer; Lawson, Tony; Wortley, Angela

doi:10.1080/02619760500269392

Cited by 86 publications

(63 citation statements)

References 17 publications

(19 reference statements)

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“…The first and second authors viewed the video data for two of the randomly selected discussions together and noted when the facilitator participated in the discussions and identified noteworthy aspects of the facilitation practices. Our analysis was guided by prior research on facilitation of inquiry into artifacts of practice, teacher participation in professional development, and practices for leading substantive discussions in mathematics classrooms (Coles, 2012;Elliott et al, 2009;Harrison, Lawson, & Wortley, 2005;Jenlink & Kinnucan-Welsch, 2001;Stein et al, 2008;van Es, 2009;Zhang et al, 2011). As part of the interaction analysis method, the researchers jointly identified a preliminary set of moves that facilitators enacted to engage teachers in substantive discussions of video through an iterative cycle of viewing and discussing the two videos.…”

Section: Discussionmentioning

confidence: 99%

A Framework for the Facilitation of Teachers’ Analysis of Video

Tunney

Goldsmith

et al. 2014

Journal of Teacher Education

198

161

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Video is being used more widely in professional development to help teachers learn to notice and systematically analyze teaching practice. Video captures the authenticity and complexity of teaching and can promote the examination of classroom interactions in a deliberate and focused way. However, simply viewing video does not ensure teacher learning. An important question concerns how to facilitate substantive analysis of teaching practice with video so that it becomes a productive learning tool for teachers. In this study, we examine the in-the-moment moves facilitators make in two different video-based professional development programs to offer a framework for facilitation with video. We then examine patterns in facilitation across both contexts and identify practices that are unique to the goals of each setting. The findings from this study have implications for the design of video-based professional development and for developing a knowledge base for professional education.

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Section: Discussionmentioning

confidence: 99%

A Framework for the Facilitation of Teachers’ Analysis of Video

Tunney

Goldsmith

et al. 2014

Journal of Teacher Education

198

161

View full text Add to dashboard Cite

show abstract

“…The teacher educator telephoned Lisa once a week to talk about her experiences implementing differentiated instruction, and the information on the data collection form (see Table 2) helped her recall the events. The conversations followed a pattern adapted from Harrison, Lawson, and Wortley's (2005) trigger event format, with Lisa describing the trigger event. This event usually took the form of a problem encountered when implementing a DI strategy.…”

Section: Data Collectionmentioning

confidence: 99%

A Study of Classroom Inquiry and Reflection Among Preservice Teachers Candidates

Duquette

Dabrowski²

2016

mje

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The purpose of this study was to explore the experiences of four preservice teachers who used classroom inquiry and reflection to solve problems when implementing differentiated instruction in elementary classrooms during a practicum. Data from classroom observations, individual reflections, and discussions with a teacher educator were analyzed inductively. The findings show that the preservice teachers were able to describe their situations and reflect individually and collaboratively to analyze and resolve problems related to instruction, discipline, and student learning. The results extend our understanding of how teacher educators, mentors, or instructional coaches may provide preservice teachers with individualized support that can facilitate inquiry and reflection during their practica.L’objectif de ce projet de recherche était d’étudier l’expérience vécue par quatre futurs enseignants en contexte de stage. Ceux-ci ont utilisé une approche basée sur l’expérimentation et la réflexion pour résoudre des problématiques rencontrées lors de la mise en oeuvre de pratiques de différenciation. Pour ce faire, les auteurs ont effectué une analyse inductive des données recueillies lors d’observations en classe et suite à des réflexions individuelles et des discussions réalisées avec un formateur de maîtres. Les résultats démontrent que les futurs enseignants sont en mesure de décrire leur situation et de réfléchir, individuellement ou en mode collaboratif, pour analyser et trouver des solutions aux problèmes liés à l’enseignement, la discipline et l’apprentissage des élèves. Ces résultats approfondissent notre compréhension de la manière dont les formateurs, les mentors et les conseillers pédagogiques peuvent prodiguer un soutien individualisé aux futurs enseignants, facilitant l’expérimentation et la réflexion en cours de stage

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“…In this perspective, and as stated in the relevant literature [7][8][9][10][11], we must agree that cooperating teachers play a key role in teachers training, and their perspectives should be considered in any attempt at organizing and setting goals for the training of teachers.…”

mentioning

confidence: 99%

Teacher Profile: The Knowledge and the Identity Practices

Albuquerque¹,

Sá²,

Aranha³

et al. 2014

TOSSJ

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This study aimed at finding an articulation of educational perspectives from Portuguese physical education cooperating teachers at distinctive professional stages, according to teaching and mentoring experience. Two main topics superintend the query, which was intended to answer the objectives of teacher's education programs and teachers' role. Data for this study were collected from open-ended interviews from 30 participants (10 with short teaching experience; 10 with short mentoring experience; and 10 with long mentoring experience). The qualitative analysis consisted of coding the text attached to the two main topics. The coding process included the active search of themes and patterns emergent from cooperating teachers' transcripts. Results reported by cooperating teaching group made apparent the influence of professional experience but also a general agreement about the teacher profile. The guidelines for teacher training programs in Portugal, such as the case of Physical Education, show event interrelationship's perceptions in a real context, oriented by values inherent to the acquisition and transformation of new knowledge and development of educational skills. Conclusions supported that the teacher's role is increasingly demanding, and thus his formation claims a pattern of increasing quality.

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Facilitating the professional learning of new teachers through critical reflection on practice during mentoring meetings

Cited by 86 publications

References 17 publications

A Framework for the Facilitation of Teachers’ Analysis of Video

A Framework for the Facilitation of Teachers’ Analysis of Video

A Study of Classroom Inquiry and Reflection Among Preservice Teachers Candidates

Teacher Profile: The Knowledge and the Identity Practices

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