Reflective Practice in the Professions: Teaching

Craig, Cheryl J.

doi:10.1007/978-0-387-85744-2_10

Cited by 11 publications

(3 citation statements)

References 124 publications

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“…Gilligan et al (1990) also studied the relationships between and among adolescent girls at Emma Willard School in New York State. We especially include this latter work because Nona Lyons, Carol Gilligan's student, is best known to those of us in teaching and teacher education for her work on portfolio development (we are members of the Portfolio Group) (Lyons, 1998), reflective inquiry (we published chapters in her edited handbook) (Craig, 2010;Kelley et al, 2010;Lyons, 2010) and narrative inquiry (Lyons and LaBoskey, 2002) [Craig (2002) wrote a chapter in this volume and also had Nona Lyons as her external examiner for her final Ph.D. defense (Craig, 1992)].…”

Section: Gendered Selvesmentioning

confidence: 99%

Examining gender issues in education: exploring confounding experiences on three female educators’ professional knowledge landscapes

2023

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Business sources report that it will take 124 years for females to achieve parity in the workforce. Parity relates to compensation but also includes working conditions. The latter topic is taken up in this article using narrative inquiry as our method of investigation. Narrative inquiry—inquiring into narratives—employs three research tools: broadening, burrowing and storying/re-storying. To these tools, fictionalization, a fourth tool, is added. This is because the interwoven cases involve easily identifiable others and precautions need to be taken. This article discusses gender matters lived and told, and re-lived and re-told, over the career continuum of three women who have worked in public school and university settings. As females, they periodically encountered situations where they were perceived, interpreted, and responded to differently than males. The article looks at early, mid, and recent career challenges experienced in the female educators’ places of work. This research using narrative methods looks backward, forward, inside, and out through processes of individual and group reflection. It begins with bio-sketches, which were prepared individually. After that, the aforementioned research tools are used to unpack early, middle, and current career happenings. Reflective unpacking of the three females’ experiences within a community of critical friendship allowed for greater understanding and meaning-making to occur. The underlying intent of this work is to understand the shaping forces of gender on women’s professional lives—not to name and shame those who got away with acting the ways in which they did. The significance of the work lies in its use of narrative exemplars that are transparent, have a ring of authenticity to them, and promote trustworthiness and relatability when shared with others.

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Section: Gendered Selvesmentioning

confidence: 99%

Examining gender issues in education: exploring confounding experiences on three female educators’ professional knowledge landscapes

2023

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“…Dewey conceptualized his theory of experience at the same time as he developed his notion of reflective inquiry into teachers' experiences and practical knowledge. Teachers' personal practical knowledge, which is narrative in form, is constantly shaped through the reflective process (Craig, 2010). Schwab, who was Deweyan, wrote articles on the 'practical' (e.g., Schwab, 1969Schwab, , 1983 declaring how crucial reflective inquiry is to the development of teachers' knowledge and a renaissance in the curriculum field (Schwab,1969).…”

Section: Teachers' Reflective Inquirymentioning

confidence: 99%

Reflecting on Practice: Backbone Teachers' Personal Practical Knowledge of Their School Reform Experiences

Han¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Researched and written as a narrative inquiry, this paper examines two backbone teachers' personal practical knowledge and reflective practices in the New Basic Education (NBE) reform in China. Backbone teachers are a distinctive group of teachers in Chinese schools who lead and guide the other teachers. Their role is critical to school change and teacher development just as the backbone is essential to the body's bone structure. Three themes surfaced in this field-based study: 1) backbone teachers' roles in reform efforts, 2) changes in teaching concepts, and 3) teachers' communities of knowing. The scholarly significance of the study is that it presents a different model of school reform, one where the participation of teachers in research roles is essential.

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“…An influential publication titled, Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education (2005) supports this claim. A suggestion made by Craig (2010) contends that this report provides a narrow selection of research that excludes findings from the international community on the efficacy of teacher training in schooling reform and further narrows the criteria for 19 research in education. Critics contend schooling motivated by an objectivist view has led to the disfranchisement of students and has contributed to the lack of influence by teachers in the curriculum (Gore & Morrison, 2001).…”

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confidence: 99%

Pre-service teachers' epistemic thinking in an inquiry-based early childhood laboratory school : an exploratory case study

Foss¹

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At the intersection of scholarly literature on education psychology and early childhood education, documentation of pre-service teachers (PSTs) epistemic thinking can serve to clarify and guide how instructional practice is interpreted. This exploratory case study fills a critical gap in the field of epistemology by providing a profile of PSTs beliefs contextualized in a laboratory school supportive of inquiry-based methods for teaching and learning. Using qualitative content analysis, data compiled from interviews and observations of teaching were analyzed from a convenience sample of eight PSTs located in a Midwestern university. Analysis on the individual level, and across the data, revealed the epistemic patterns of thinking deduced from the theoretical work of Hofer (1999) and Kuhn (2001) as articulated in a hybrid model by Feucht (2011). A survey of epistemic beliefs that pre-service teachers could reflect upon in the laboratory school setting is presented alongside key implications for practice. Key findings suggest PSTs demonstrated the capacity to reflect upon a variety of beliefs, with sources of authority for receiving knowledge being witnessed as having an influence on interpretation of practice. Teacher candidates uniquely espoused the value of learning from experience to make judgements about instructional practice; however, participants generally justified practice from subjective positions as opposed to coupling their reflective capacities with evidenced-based theory. Therefore, triangulation revealed an overall pattern of epistemic thinking where six individuals were recognized as having beliefs reflective of a multiplistic nature. In addition, one PST evidenced evaluativistic tendencies, while another's beliefs could not be verified, signifying a period of transition regarding epistemological development was occurring. This work is dedicated to all those who act on the belief that children are a pillar of community. We all benefit from the respect in your voice and potential in your eyes. 6 AcknowledgementsIn loving memory of the unsung educators who have gone before us, including Beth Lowe, Edita Ljevo, and my parents, Felix and Pansy Foss. On this side of the veil, the wisdom found in their life's work protecting children and legacy of care resonates.Special thanks to Karen Harbeck, my dissertation committee, and to all of those at Northeastern who advocate for research that supports a more just and equitable world. I would be remiss not to recognize all of the teachers that took part in this study as well as Nathan Ziegler, Kay Cutler, Laura Gloege, Greg Strong, Cory Willey and a host of friends in the scholarly community that know how to move the needle forward. I would also like to acknowledge any reader working on their own dissertation, who may take heart that any completed and polished project conceals the early morning writing, false starts, and multiple iterations. This project was developed through conversations with children, families, and educators over four cou...

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Reflective Practice in the Professions: Teaching

Cited by 11 publications

References 124 publications

Examining gender issues in education: exploring confounding experiences on three female educators’ professional knowledge landscapes

Examining gender issues in education: exploring confounding experiences on three female educators’ professional knowledge landscapes

Reflecting on Practice: Backbone Teachers' Personal Practical Knowledge of Their School Reform Experiences

Pre-service teachers' epistemic thinking in an inquiry-based early childhood laboratory school : an exploratory case study

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