Problem-based learning: Reflective coaching for teacher educators

Basile, Carole G.; Olson, F R; Nathenson-Mejia, Sally

doi:10.1080/1462394032000112200

Cited by 13 publications

(6 citation statements)

References 4 publications

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“…This is desirable because collaboration is a way of enhancing reflective self-study (Kraft, 2002;Minnett, 2003). New and unforeseen insights, knowledge, perspectives and viewpoints can be acquired through such interaction (Basile et al, 2003). If time is specifically allotted to the creation of learning communities, the level and quality of learning could be increased because, as Coia and Taylor (2002) argue, 'the discussions that arise from the sharing of our autobiographies encourage a critical examination and analysis of our teaching experiences, beliefs, and practices' (p. 48).…”

Section: Reflective Self-study and Collaborative Inquirymentioning

confidence: 96%

Habitual practice vs. the struggle for change: can informal teacher learning promote ongoing change to professional practice?

Attard

2007

International Studies in Sociology of Education

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In this article the relationship between teacher change and teacher learning is analysed. Data presented here were gathered through self-study research over a 30-month period, during which the author, as a teacher-researcher in Malta, systematically recorded observations and reflections into a reflective journal. This article addresses issues such as: (a) how habitual routines that are technical in nature are formed, and how these tend to distance the practitioner from consciously developing and learning, and subsequently changing and improving professional practice; (b) how uncertainty regarding an innovation in the educational field might induce the need for both change and development; (c) how continuous learning and critically questioning beliefs and assumptions is important for change to occur; (d) how important determination on the practitioner's part is in the fight against the status quo; and (e) how reflective practice can be seen as a corrective to experiential overlearning.

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Section: Reflective Self-study and Collaborative Inquirymentioning

confidence: 96%

Habitual practice vs. the struggle for change: can informal teacher learning promote ongoing change to professional practice?

Attard

2007

International Studies in Sociology of Education

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“…Malderez & Bodoczky (1999) remains the most informative guide for the more experienced practitioner working in such an asymmetrical relationship. Despite differences in role, the supervisor or mentor may deliberately construct a discourse to create an interactional space where self-development is more likely (Basile & Olson 2003;Atay 2004;Kurtoglu-Hooton 2004). The term 'coaching' offers both symmetrical and asymmetrical possibilities (Costa & Garmston 2002).…”

Section: Collaboration In the Classroommentioning

confidence: 99%

The language teacher's development

2005

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“…Teachers can be asked to analyze and evaluate models of the sorts of classroom activities that the teacher educator advocates (i.e., ''best practices'') (Basile et al 2003;Jones and Vesilund 1996). For example, it's common to hear preservice teachers say that it is impossible to use high-CT activities with students who have little prior knowledge-e.g., ''the students are in firstyear Spanish; they don't know any Spanish yet-you just have to show them the conjugation rules and make them practice.''…”

Section: Implications For Teacher Educationmentioning

confidence: 99%

Using the Critical Thinking Belief Appraisal to assess the rigor gap

Torff

2008

Learn Inq

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In a line of research employing a survey instrument, the Critical Thinking Belief Appraisal, teachers supported critical-thinking (CT) activities more for high-than low-advantage learners, likely exacerbating a ''rigor gap'' implicated in persistent achievement gaps. Such beliefs were less likely to be espoused by expert teachers than randomly selected ones, and teacher-education programs mitigated these beliefs but did not expunge them, suggesting a need for interventions that foster belief change. Six issues were found to be associated with support for low-CT activities with low-advantage populations-learners' prior knowledge, time constraints, influence of parents, influence of colleagues, learners' level of motivation, and learners' level of ability. The rigor gap may be ameliorated through teacher-education practices that encourage teachers to (a) reflect on their existing beliefs, their experiences as students, their field experiences, classroom scenarios, and models of best practice, and (b) create instructional plans featuring high-CT activities for low-advantage learners.

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Problem-based learning: Reflective coaching for teacher educators

Cited by 13 publications

References 4 publications

Habitual practice vs. the struggle for change: can informal teacher learning promote ongoing change to professional practice?

Habitual practice vs. the struggle for change: can informal teacher learning promote ongoing change to professional practice?

The language teacher's development

Using the Critical Thinking Belief Appraisal to assess the rigor gap

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