Looking for leadership: the potential of dialogic reflexivity with rural early-career teachers

Willis, Jill; Crosswell, Leanne; Morrison, Chad; Gibson, Andrew; Ryan, Mary

doi:10.1080/13540602.2017.1287695

Cited by 22 publications

(9 citation statements)

References 40 publications

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“…Specifically, Archer's framework includes an analysis of teachers' discernments, deliberations, and dedications. Discernments involves teachers' identification of positive and negative concerns related to their practice (i.e., identification of dilemmas; Willis et al, 2017). An analysis of deliberations refers to the contextual factors teachers negotiate in response to dilemmas (i.e., discernments), which often involves weighing perspectives and evidence.…”

Section: Discussionmentioning

confidence: 99%

Grading in a Dilemmatic Space : An Exploratory Cross-cultural Analysis of Mathematics and Language Secondary Teachers

Pasquini

Deluca

2021

cie-eci

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Numerous studies have shown that grading is a complex process that involves negotiating technical, social, and ethical factors. While previous research has primarily focused on the reliability, composition, and validity of teachers’ grades, few studies have examined grading practices across cultural contexts and teaching subjects. The purpose of this exploratory study was to analyze how culture and teaching subject influence teachers’ grading dilemmas. Based on individual and group interviews with 11 Canadian and eight Swiss teachers, and using a “dilemmatic space” conceptual framework, this article inductively identified five dilemmatic spaces across cultural contexts and teaching subjects. The paper concludes with a discussion of the cross-cutting dimensions across these five dilemmatic spaces and articulates implications for future research and practice.

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Section: Discussionmentioning

confidence: 99%

Grading in a Dilemmatic Space : An Exploratory Cross-cultural Analysis of Mathematics and Language Secondary Teachers

Pasquini

Deluca

2021

cie-eci

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“…The GoingOK web application software was created in 2012 to facilitate an improved feedback process with a small group of early career teachers (Willis et al, 2017). By September 2019, GoingOK had been used by over 2500 people who had written more than 14,000 reflections.…”

Section: Technology For Feedback: Goingokmentioning

confidence: 99%

Towards faster feedback in higher education through digitally mediated dialogic loops

Willis

Gibson

Kelly

et al. 2021

AJET

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How feedback is understood and enacted has shifted from the traditional practice of providing individual feedback on summative tasks at key points to a more ongoing series of dialogues between the teacher and students during the teaching period. This paper reports on the experiences of designing faster feedback through weekly dialogic feedback loops to enhance students’ personal connection to their learning while providing teachers with faster, actionable feedback data to inform learning design. A pragmatic inquiry considered how benefits might potentially be amplified through the use of digital technologies. Data included student reflections collected via the GoingOK web application, interviews and focus groups. The findings identify and theorise four types of digitally mediated feedback loops: students in computer-mediated dialogue with themselves; students and teachers in dialogue with each other; the reflection on how feedback informed learning; and the sociotechnical dialogue informing ongoing technical design. Three design dilemmas that were experienced by teachers as they enacted digitally mediated dialogic feedback loops are articulated, alongside the principles that enabled responsive design. Understanding these design elements is fundamental if automation of some parts of the feedback loop through reflective writing analytics is to be considered both feasible and desirable. Implications for practice or policy: Digitally mediated feedback loops can facilitate faster feedback, enabling students to reflect on their learning and providing teachers with access to new insights about diverse learners. Feedback technology can challenge existing ideas about feedback. Faster feedback can save teachers time, but efficiencies are likely to depend on an increased human workload in the short term as automation technologies can be slower to develop. Sociotechnical innovation requires collective dialogue between educators and digital developers, across asynchronous timelines.

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“…In this research, we utilised reflexivity theory (Archer 2012) to examine the deliberations that teachers undertook about supporting children's reasoning in relation to social inclusion. Specifically, we were interested in the emergent conditions of schooling that influenced how and why deliberations were made by these teachers (see also Willis et al 2017). Archer (2012) suggested that the ability to deliberate on what is before us, weigh up the cultural and structural contingencies of the context (objective conditions), our values, beliefs, knowledge and level of investment (subjective/personal conditions), and reflexively choose a way forward, is imperative (Ryan and Carmichael 2015).…”

Section: Collaborative Argumentation and Teaching For Inquirymentioning

confidence: 99%

What influences teachers’ support for children’s reasoning about social inclusion in primary school education classrooms?

et al. 2021

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Reasoning about social inclusion is at the very heart of what it means for children to engage in active citizenship. In this paper, we focus on collaborative argumentation as a core approach to reasoning about social inclusion for active citizenship. We engaged a group of Australian primary school teachers in a social lab conversation, informed by reflexivity theory, to explore their ideas about, and experiences with, supporting children to reason about social inclusion. Teachers overwhelmingly identified a range of personal and cultural emergent conditions that enabled children's reasoning for social inclusion. Across these enabling emergent properties, an evaluativist view of the nature of knowledge and ways of knowing emerged with respect to teaching social reasoning. These findings suggest that it may be important to pay attention to teachers' reflexive deliberations about epistemic stances and their view of what enables and constrains such reasoning.

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Looking for leadership: the potential of dialogic reflexivity with rural early-career teachers

Cited by 22 publications

References 40 publications

Grading in a Dilemmatic Space : An Exploratory Cross-cultural Analysis of Mathematics and Language Secondary Teachers

Grading in a Dilemmatic Space : An Exploratory Cross-cultural Analysis of Mathematics and Language Secondary Teachers

Towards faster feedback in higher education through digitally mediated dialogic loops

What influences teachers’ support for children’s reasoning about social inclusion in primary school education classrooms?

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