Rapporteurs’ report: Is initial teacher education a profession?

Norsworthy, Beverley

doi:10.15663/wje.v18i1.135

Cited by 2 publications

(3 citation statements)

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“…For Dewey (1933), reflection is a process of systematically resolving a perplexing situation with a "serious and consecutive consideration" (p. 3). While encouraging an overall attitude of openmindedness, responsibility, and wholeheartedness (see Beauchamp, 2006;Norsworthy, 2008), Dewey believed in a focused and methodological approach to reflection, in which "data (facts) and ideas (suggestions, possible solutions) thus form the two indispensable and correlative factors of all reflective activity" (p. 104). Centred in a positivistic frame, the ultimate goal of reflection, according to Dewey, is a rational and logical explanation of the experienced problem and demand for its resolution.…”

Section: Dewey's Conceptualization Of Reflective Practicementioning

confidence: 99%

“…Schön's (1983Schön's ( , 1987 works mainly rendered two orientations of reflection: reflection-inaction and reflection-on-action, whereas a third orientation, the reflection-for-action was proposed by Killion and Todnem (1991). Reflection-for-action combines the outcome of the first two orientations of the reflection (Norsworthy, 2008). It aims at committed efforts to enrich the existing repertoire of professional knowledge to effectively handle any professional eventualities in the future.…”

Section: Schön's Reflective Practitioner: An Experiential-intuitive R...mentioning

confidence: 99%

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Teachers as Reflective Practitioners: From Individualism to Vygotskian Social Constructivism

Shah

2022

AJER

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The paper presents a critical review of major works on reflective practice in teaching that mainly define reflection as a technical and isolated process, taking place in an individual’s mind. Critiquing the cognitive nature of reflective practice promoted in mainstream research, the paper directs attention to the increasing recognition of sociocultural factors in teacher professional learning, and highlights the significance of reflection as a social practice. Starting with the ideas of John Dewey on reflective practice for teachers, the paper delineates Schön’s successive works on the subject, followed by a discussion of Wallace’s reflective model. The final part of the paper describes how Vygotsky’s sociocultural theory provides a theoretical framework for teachers to effectively engage in reflective practice by moving from individualism to social constructivism in their efforts to enhance their professional competence. Keywords: reflection; reflective practitioner; teacher professional learning; Vygotsky; social constructivism L'article présente un examen critique des principaux travaux sur la pratique réflexive dans l'enseignement qui définissent principalement la réflexion comme un processus technique et isolé, se déroulant dans l'esprit d'un individu. Critiquant la nature cognitive de la pratique réflexive promue par la recherche dominante, l'article attire l'attention sur la reconnaissance croissante des facteurs socioculturels dans l'apprentissage professionnel des enseignants et souligne l'importance de la réflexion en tant que pratique sociale. Partant des idées de John Dewey sur la pratique réflexive pour les enseignants, l'article décrit les travaux successifs de Schön sur le sujet, pour ensuite discuter du modèle réflexif de Wallace. La dernière partie de l'article décrit la mesure dans laquelle la théorie socioculturelle de Vygotsky fournit un cadre théorique permettant aux enseignants de s'engager efficacement dans une pratique réflexive en passant de l'individualisme au constructivisme social dans leurs efforts pour améliorer leur compétence professionnelle. Mots clés : réflexion ; praticien réfléchi ; apprentissage professionnel des enseignants ; Vygotsky ; constructivisme social

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Section: Dewey's Conceptualization Of Reflective Practicementioning

confidence: 99%

Section: Schön's Reflective Practitioner: An Experiential-intuitive R...mentioning

confidence: 99%

Teachers as Reflective Practitioners: From Individualism to Vygotskian Social Constructivism

Shah

2022

AJER

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“…Many visual research methods exist today because, as de Lange et al (2007) note, “over the last three decades, an increasing number of qualitative researchers have indeed taken up and refined visual approaches to enhance their understanding of the human condition” (p. 2). Visual Research Methodology includes the use of visual artefacts combined with communication where participants share insights from their experiences and context with the researcher in an interview or dialogue (Emmison et al, 2012; Harper, 2002; Norsworthy, 2008; Rose, 2016). Examples of visual research methods are: Photo Voice (Wang, 1999); Autophotography (Thomas, 2009); Photo Elicitation (Harper, 2002) and Photodocumentation (Rose, 2016).…”

Section: Introductionmentioning

confidence: 99%

Non-Indigenous Positionality when Engaging in de-colonising/re-indigenising Research and Its Place Within Visual Methodology

Brown¹

2023

International Journal of Qualitative Methods

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The aim and purpose of this article has been to advocate for autobiographical investigation and identification of positionality when non-indigenous researchers engage in indigenous methodologies. My experience as an international adoptee from a Romanian orphanage who experienced unsafe research practice shaped my emancipatory positioning and interpretive lens. It is from this positioning and experience of marginalisation I was concerned with finding a research paradigm that positions participants not as objective objects; but rather as rivers of knowledge with stories that determine the tide of the research. The lens of tangata tiriti (people of the treaty) from which I base my practice in Aotearoa, New Zealand; invites a positionality of neighbourliness, thus prioritising de-colonising/re-indigenising methodologies. The focus for my research project explored the disconnection between teachers who hold a Biblical world view and their students who experienced feelings of agitation and frustration. The participants contributed insights about teachers’ pedagogy drawn from responding to two prompts: “what is happening when you were empowered by your teachers to flourish?” and “what is happening when you feel disempowered by your teachers?” The chosen research method Photoyarn, is a recently emerged form of photo-elicitation created by Jessa Rogers that honours aboriginal yarning circles. This article makes the case for recognizing our ontological and epistemological positioning thus maintaining authenticity in research and holding steadfast the ethical disposition intention of doing no harm.

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Rapporteurs’ report: Is initial teacher education a profession?

Cited by 2 publications

References 0 publications

Teachers as Reflective Practitioners: From Individualism to Vygotskian Social Constructivism

Teachers as Reflective Practitioners: From Individualism to Vygotskian Social Constructivism

Non-Indigenous Positionality when Engaging in de-colonising/re-indigenising Research and Its Place Within Visual Methodology

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