‘It sort of feels uncomfortable’: problematising the assessment of reflective practice

Tummons, Jonathan

doi:10.1080/03075071003671794

Cited by 35 publications

(33 citation statements)

References 30 publications

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“…We agree, if the pedagogical strategy entails little more than checklists or instrumental prompts that must be addressed diligently in order to meet assessment requirements. However, if reflection is, in effect, woven intentionally throughout the fabric of an entire semester curriculum, and the tasks and supports implicit in the learning environment encourage a reflective response (Tummons, 2011), then we argue that it is successful. The provision of the conditions conducive to reflection-rather than explicit direction-provide a powerful enabler for this most critical of learning functions.…”

Section: Resultsmentioning

confidence: 99%

“…Boud (2006, p. 3) too has recently questioned the trend for educators to adopt an instrumental approach to reflection-'reflection by numbers or checklists'. Nevertheless, teachers continue to seek ways to support and facilitate reflective scholarship, and it remains the norm rather than the exception that both pre-service and experienced teachers engage in reflective practice as part of professional behaviour and development (Tummons, 2011). In the context of the current study, the intentional nature of an authentic learning environment, and the design of pedagogical elements to promote authenticity, readily accommodate conditions conducive to reflection.…”

mentioning

confidence: 99%

“…It is necessary to successfully complete complex learning challenges such as those required by an authentic task set in an authentic context-not simply on request, or at the prompting of an external agent. Tummons (2011) has pointed out the value of reflective practice particularly in professional courses such as teacher education, where tasks might require students to analyse sessions they have taught through a reflective practice lens, or through a response to an observer's feedback. In this study's context, reflection was facilitated through reflective commentary in several complementary forms within an authentic learning environment.…”

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confidence: 99%

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Connected authentic learning: Reflection and intentional learning

Herrington

Parker

Boase-Jelinek

2014

Australian Journal of Education

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Authentic learning pedagogy not only allows students to engage in realistic tasks using realworld resources and tools, but it also provides opportunities for students to learn with intention by thinking and acting like professionals as they address real problems. This paper describes research conducted in a first year university course, where social media were used to support authentic and intentional learning. Principles of authentic learning guided the design of the course, and learning tasks and activities focussed on the completion of realistic and complex tasks. Students' mental effort was expended largely on the creation of polished and accomplished products, rather than on the completion of a series of decontextualised or step-by-step exercises. Importantly, opportunities for reflection were provided through the completion of a complex and collaborative task, a journal, and a reflective examination. A qualitative study of two cohorts of students was conducted, as part of a larger design-based research agenda, over a period of two years. Findings showed that providing such course elements to facilitate reflection allowed students to reflect both in action as they participated in the course tasks, and on action as they wrote about their learning experiences. Authentic learning and reflectionA century ago, Dewey (1916) described reflection not as a passive individual pursuit, but as an active, dynamic and intentional process that profoundly influences one's experiences:The material of thinking is not thoughts, but actions, facts, events, and the relations of things. In other words, to think effectively one must have had, or now have experiences which will furnish … resources for coping with the difficulty at hand (pp. 156-157). This paper describes research conducted on an authentic learning environment employing intentional and reflective pedagogy, designed for large first year pre-service teacher cohort studying education technology. As noted by Polly, Mims, Shepherd, and Inan (2010), nearly every pre-service teacher is required to study an educational technology of some kind in their teaching preparation. Oppenheimer's (1997) inference that many such courses tend to teach hammer rather than carpentry encapsulates all that is wrong with the way that educational technology courses are often taught. Universities preparing pre-service teachers to teach in the 'classrooms of tomorrow', frequently use largely inappropriate reductionist methods that focus on access to technology and technology skills (cf. Tondeur, van Braak,

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Connected authentic learning: Reflection and intentional learning

Herrington

Parker

Boase-Jelinek

2014

Australian Journal of Education

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“…However, the relatively slight coverage of area 'g' is more problematic. Reflective practice has occupied a dominant position in LLS teacher education for some time and certainly since the publication of the FEnto standards (Tummons, 2011). It is impossible to ascertain precisely the reasons why this subject area was marginalised after the 1 st edition (in the 4 th and 5 th editions, frequency of coverage of area 'g' dropped to 2%) although it might be assumed that Curzon, as sole author, exercised his professional judgement in doing so.…”

Section: [Iii] Wallacementioning

confidence: 94%

Professional standards in teacher education: tracing discourses of professionalism through the analysis of textbooks

Tummons

2014

Research in Post-Compulsory Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThis article explores aspects of the relationship between professional standards for teachers and the curriculum for teacher education in the lifelong learning sector in the UK. Drawing on an analysis of different editions of three core textbooks for teacher education in the lifelong learning sector, which are positioned as acting as proxies for the teacher education curriculum, the article explores the relationship between professional standards and the curriculum for teacher education in the sector. Starting from a standpoint that foregrounds the material nature of professional standards -that is, that the standards need to be conceptualised and made sense of as an embodied, physical textual artefact -the argument presented here is that in order to understand any impact that professional standards might have beyond the discursive, the ways in which the standards as a material text might be seen as interacting with other relevant texts that embody different aspects of the profession -such as textbooks -must be considered. The article concludes that whilst curriculum can and ought to be expected to change over time, the impact of professional standards on curriculum change would appear to be relatively minor.

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“…During their period of study, each student completed eleven assignments of various kinds: essays, portfolios, teaching observations and such like, all of which are typical of professional courses such as those that trainee teachers follow (Brown, 1999;Klenowski et al, 2006;Taylor, 1997;Tummons, 2010Tummons, , 2011 6 So, enfolded within all of these different kinds of assessment practice, where were the uses or readings of the LLUK standards made visible? Only in the work of one of the students was any explicit reference to the LLUK standards made.…”

Section: First Example: the Place Of Standards In Student Assessmentmentioning

confidence: 99%

The textual representation of professionalism: problematising professional standards for teachers in the UK lifelong learning sector

Tummons¹

2014

Research in Post-Compulsory Education

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‘It sort of feels uncomfortable’: problematising the assessment of reflective practice

Cited by 35 publications

References 30 publications

Connected authentic learning: Reflection and intentional learning

Connected authentic learning: Reflection and intentional learning

Professional standards in teacher education: tracing discourses of professionalism through the analysis of textbooks

The textual representation of professionalism: problematising professional standards for teachers in the UK lifelong learning sector

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