Reflection: an assessment and critique of a pervasive trend in higher education

Tight, Malcolm

doi:10.1080/21568235.2023.2193345

Cited by 2 publications

(1 citation statement)

References 128 publications

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“…As an integral part of successful teaching (Woolway et al, 2019), reflection is crucial to teachers' professional development (Brown et al, 2021;Buschor & Kamm, 2015;Jarvis et al, 2014;Van Braak et al, 2022) in that it not only provides teachers with opportunities to bridge theory and practice but also supports self and peer guidance (Woolway et al, 2019). In essence, there is a great deal of variation in how reflection is perceived, conducted, and evaluated, as well as in how much focus is given to it (Tight, 2023). Different from individual reflection, collaborative reflection refers to the procedures by which members of a specific community reflect through the outcomes of this process (Jiang & Zheng, 2021), prompting teachers to think through their professional responsibilities that they were not previously aware of or even ignored (Lin et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Teachers' Attitudes Towards the Effectiveness of Collaborative Reflection Support Method

Yan,

Zare

et al. 2023

International Journal of Teacher Education and Professional Development

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This study aimed to explore how minute paper method (MPM) reconstructs the attitude towards the collaborative reflection among ten primary school English teachers with different levels of achievement goal (AG) and community identification (CI). Through a half-year intervention and a semi-structured interview, the following results were obtained: (1) Teachers with different AG and CI levels identified different difficulties and obstacles based on their prior collaborative reflecting experiences. The low AG and CI group expressed substantial fear of bonding with other team members, while the high level group expected more external resources and professional training; (2) MPM significantly improved teachers' overall attitude towards their reflective engagement and critical thinking, while the effectiveness of MPM was significantly affected by the level of teachers' AG and CI. Specifically, MPM was found to be most effective for the group with medium AG and CI levels. This study provides some valuable insights on collaborative reflection and teacher development research.

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Section: Introductionmentioning

confidence: 99%

Teachers' Attitudes Towards the Effectiveness of Collaborative Reflection Support Method

Yan,

Zare

et al. 2023

International Journal of Teacher Education and Professional Development

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The Role of Teacher Professional Development (TPD) in Improving Educational Outcomes

2024

Advances in Educational Technologies and Instructional Design

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This chapter discusses the role of Teacher Professional Development (TPD) in fortifying inclusive educational environments. It emphasizes Collaborative Professional Development (CPD) as a vital strategy for cultivating positive teacher attitudes towards inclusion, while acknowledging potential risks such as educator burnout. Through the perspectives of Holmqvist and Lelinge (2021) and Vansteenkiste et al. (2020), the chapter explores the multifaceted nature of inclusive education, encompassing practice, policy, advocacy, and philosophy. Key institutional forces are identified as either facilitators or barriers to inclusive practices. The narrative advocates for TPD beyond traditional skills training, suggesting a model that encourages collaborative and reflexive practices to address the complexities inherent in inclusive education. Additionally, the chapter outlines the significance of instructional coaching and reflective practice as means to empower teachers to implement inclusive pedagogies effectually.

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Reflection: an assessment and critique of a pervasive trend in higher education

Cited by 2 publications

References 128 publications

Teachers' Attitudes Towards the Effectiveness of Collaborative Reflection Support Method

Teachers' Attitudes Towards the Effectiveness of Collaborative Reflection Support Method

The Role of Teacher Professional Development (TPD) in Improving Educational Outcomes

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