Promoting reflective practice in initial teacher training

Moran, Anne; Dallat, John

doi:10.1108/09513549510095086

Cited by 22 publications

(9 citation statements)

References 3 publications

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“…Answering this call to reflective practice (RP), many course providers in a variety of fields have chosen to include an RP component. However, being critically self-aware is an acquired skill that comes with experience and great intellect (Moran & Dallat, 1995;Hockly, 2000), and this being the case, not every individual is necessarily capable of engaging in critical reflection. Roberts (1998: 58-59) argues that novice teachers, for example, have most often not yet explored or examined their own personal theories of teaching and learning and that reflection on 'borrowed' routines requires a depth of understanding that novice teachers just don't have.…”

Section: Introductionmentioning

confidence: 99%

Faking it or hating it: can reflective practice be forced?

Hobbs

2007

Reflective Practice

148

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Many course providers in a variety of fields have chosen to include a required reflective practice assignment for purposes of instilling a spirit of professional development. However, the very notion of forced and evaluated self-exploration raises certain moral and practical issues that cannot be avoided. Relying on recent research at a Trinity College London TESOL Certificate course where course participants were required to complete a teaching practice journal, this article examines the problematic nature of required reflective practice, namely, that requiring individuals to be open and honest in the context of assessment tends to provoke strategic response and often hostility. These reactions, documented in other research as well, point to an underlying problem with any required reflection that has serious implications for teacher education as well as any other field that employs forced reflection.

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Section: Introductionmentioning

confidence: 99%

Faking it or hating it: can reflective practice be forced?

Hobbs

2007

Reflective Practice

148

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“…Skilled mentors can both assist mentees to reflect on their practical work and analyze their own practices (Moran & Dallat, 1995). Lopez-Real and Kwan (2005) report that 70% of teacher mentors benefit from mentoring.…”

Section: Knowledge Sharing In Mentoring Discussionmentioning

confidence: 99%

Intradepartmental Faculty Mentoring in Teaching Marketing

Tähtinen

Mainela

Nätti

et al. 2011

Journal of Marketing Education

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Teaching continues to be less valued than research (e.g., Sharma, Albers-Miller, Pelton, & Straughan, 2006), even though a strong teaching performance also increases research productivity (Baxter Magdola, 1999; Stack, 2003), and despite constant calls to improve the quality of teaching in higher management education (see Schibrowsky, Peltier, & Boyt, 2002; Van Fleet & Peterson, 2005). Van Fleet and Peterson (2005) encourage the use of a peer-review process for teaching by involving peers from other academic departments or institutions to ensure the independence of any review. This echoes corporate mentoring, where mentors and mentees are usually from different departments. However, Kilburg and Hancock (2006) found problems arising when mentoring dyads did not share a field of interest or were situated in different buildings. Thus, they argue for the importance of the actors being from the same school. Harnish and Wild (1994) for their part suggest that discipline is not a significant factor influencing the success of peer mentoring in a college context. As research is evidently divided on the pros and cons of intradepartmental faculty mentoring, this study takes as its starting point the findings of the past three studies above to discuss the use of intradepartmental mentoring among marketing teachers. For the purpose of this study, we have modified the definition by Zellers, Howard, and Barcic (2008) and define intradepartmental faculty mentoring in teaching (FMIT) as reciprocal learning relationships characterized by trust, respect, and commitment, in which a mentor and a mentee share their experiences, emotions, and knowledge of teaching as peers. Although research on corporate mentoring (e.g., Boyatzis, Smith, & Blaize, 2006), mentoring students, and young people (e.g., Crisp & Cruz, 2009; Miller, 2002), and mentoring as a part of teacher training (e.g., Carver & Katz, 2004; Meijer, Zanting, & Verloop, 2002) is well established, a review by Zellers et al. (2008) criticizes faculty mentoring research for being of low quality and building on corporate mentoring research, despite few organizational parallels existing between academia and business. Clutterbuck and Lane (2004) and Sands, Parson, and Duane (1991) argue that faculty mentoring research lacks detailed descriptions of the mentoring relationships and the mentor's role, making generalizing very challenging. Research on faculty mentoring in teaching in the context of higher education is almost nonexistent. Exceptions are Harnish and Wild (1994) on peer mentoring and studies on peer observation of teaching (POT; e.g., Gosling, 2002; Millis, 1989), although POT lacks some of the essential elements of mentoring (see Table 1).

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“…While some feel that much of the responsibility for developing teachers as reflective practitioners is with the school mentor (Moran & Dallat, 1995), the authors of this paper would argue that this is only partly the case, and that much of the training in becoming a reflective practitioner has to take place in university sessions, with peers and tutors. However, due to the nature of post-graduate teacher training courses in the UK, where two thirds of the year is spent in secondary schools, the authors knew that a great deal of reflection was not being shared; we wanted to research whether it would be beneficial to share reflections and whether a blog tool would facilitate this.…”

Section: Background and Contextmentioning

confidence: 91%

E-flection: the development of reflective communities of learning for trainee teachers through the use of shared online web logs

Boulton

Hramiak

2012

Reflective Practice

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This paper reports on research that has taken place with trainee teachers using web blogs for reflective practice at Sheffield Hallam University and Nottingham Trent University, in the United Kingdom. The research identifies how reflective blogs provided trainee teachers with an opportunity to develop as reflective practitioners in a more evolutionary way -something we might term 'e-flection' encompassing as it does reflections that are both evolutionary and online. This is in line with Schon's ideas of reflection on action (Schon, 1983) as the research indicates that trainees were using the blog after teaching, to reflect on their teaching and learning as a past experience. The research also explores how reflecting as part of a community can benefit students in developing the reflective aspect of their professional identity.

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Promoting reflective practice in initial teacher training

Cited by 22 publications

References 3 publications

Faking it or hating it: can reflective practice be forced?

Faking it or hating it: can reflective practice be forced?

Intradepartmental Faculty Mentoring in Teaching Marketing

E-flection: the development of reflective communities of learning for trainee teachers through the use of shared online web logs

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