Revealing a bilingual science teacher’s dynamic views and practice about science and language teaching through dialogic reflections

Effecting Change in Teachers’ Epistemological and Pedagogical Beliefs about Vocabulary Learning and Teaching: The Role of Dialogic Reflection

“…This study not only emphasizes the need for teachers to reflect on issues concerning vocabulary teaching (e.g., the notion of a word, use of vocabulary activities, and creative instruction strategies) to promote vocabulary learning and meaningful vocabulary assessment development, but also supports extant findings on reflective practice for teacher development (Haneda et al, 2017; Hepple, 2012; Swanson et al, 2020) and provides evidence on the role of dialogic reflection in facilitating professional learning. As shown, dialogic reflection provides teachers with the opportunity to participate in discourse with themselves and others (Mann & Walsh, 2017).…”

“…The participants were asked to document reflective entries after each session and attend a review session where they shared the insights gained from the program. Unlike other forms of dialogic reflection, where the researcher and a more competent peer educator often facilitate the participant(s)’ views and practices (see, e.g., Swanson et al, 2020), the program adopted a structured approach (Mann & Walsh, 2017) toward fostering reflection. The author facilitated the process to encourage the participants to jointly investigate shared problems regarding practice through collaborative inquiry (DeLuca et al, 2017).…”

“…This allowed for in-depth explanation and exploration by enabling the participants to share their own ideas. Second, although the relationship between teachers’ epistemological and pedagogical beliefs has been acknowledged, few investigations have empirically examined the relationship between a change in those beliefs and their developmental process in relation to dialogic reflection, despite its huge potential for professional learning (Haneda et al, 2017; Hepple, 2012; Swanson et al, 2020). As suggested by Mann and Walsh (2017), a dialogic and collaborative approach to reflective practice should be promoted, as “professional development is fundamentally a social process” (p. 11).…”

The Influence of Multilingualism and Professional Development Activities on Teacher Reflection Levels

“…Various reflections on professional development are available in the literature. For instance, Swanson et al's [53] ongoing dialogic reflection and co-teaching, Ab Rashid's [51] dialogic reflection through conversations on social media social networks, Bailey and Willet's [54] idea of collaborative conversations among language teachers, Elbaz's [55] suggestion of writing as inquiry and storytelling of the teaching self in writing workshops, Harlin (2017) [56] and McCullagh's [57] recommendations of teachers viewing videos of their teaching, and Tour's [58] teachers' self-initiated professional learning through personal learning networks. The instructors can use reflective teaching to recognize weaknesses in their employed teaching methods or implemented designs and guide effective instructional strategies to solve issues relative to teaching and learning development [59][60][61].…”