Teachers' voices on reflective practice

DeMulder, Elizabeth K.; Rigsby, Leo C.

doi:10.1080/1462394032000112192

Cited by 20 publications

(11 citation statements)

References 5 publications

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“…(Attard & Armour, 2005, p. 197) Habitual practice vs. the struggle for change 159 Another factor to be taken into account is that our surroundings; colleagues and students, as well as ourselves, are continuously changing (DeMulder & Rigsby, 2003). If I am happy with my routine practice, then I am unconsciously assuming that the situations I face never change.…”

Section: Change: a Lengthy Processmentioning

confidence: 97%

Habitual practice vs. the struggle for change: can informal teacher learning promote ongoing change to professional practice?

Attard

2007

International Studies in Sociology of Education

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In this article the relationship between teacher change and teacher learning is analysed. Data presented here were gathered through self-study research over a 30-month period, during which the author, as a teacher-researcher in Malta, systematically recorded observations and reflections into a reflective journal. This article addresses issues such as: (a) how habitual routines that are technical in nature are formed, and how these tend to distance the practitioner from consciously developing and learning, and subsequently changing and improving professional practice; (b) how uncertainty regarding an innovation in the educational field might induce the need for both change and development; (c) how continuous learning and critically questioning beliefs and assumptions is important for change to occur; (d) how important determination on the practitioner's part is in the fight against the status quo; and (e) how reflective practice can be seen as a corrective to experiential overlearning.

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Section: Change: a Lengthy Processmentioning

confidence: 97%

Habitual practice vs. the struggle for change: can informal teacher learning promote ongoing change to professional practice?

Attard

2007

International Studies in Sociology of Education

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“…As Fullan argues, 'reculturing is the name of the game' (2001, p. 43). Undoubtedly, self-knowledge, self-determination and self-responsibility leading to re-examination of practices are key aspects of teacher professionalism (Demulder and Rigsby 2003). Since teachers need to develop an understanding of their own learning as well as the implications of and for this learning (Stoll et al 2003), their professionalization in assuming responsibility for their development should be directly addressed.…”

Section: Discussionmentioning

confidence: 99%

“…Programmes focused on the development of reflective practice, not as an individual endeavour but in relation to collegial interaction, can range from peer mentoring and coaching to team planning and informal information sharing (Garet et al 2001, Hustler et al 2003, Demulder and Rigsby 2003. Singh (1984) refers to peerevaluation through team teaching, videotaping and reflective teaching.…”

Section: Introductionmentioning

confidence: 98%

Development of Greek-Cypriot teachers’ professional identities: is there a ‘sense’ of growth?

Karagiorgi

2012

Professional Development in Education

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In an effort to explore Greek-Cypriot teachers' development of professional identities, the current study reveals the ways in which seven teachers in one primary school in Cyprus perceive themselves as agents improving their teaching and growing as professionals. In-depth interviews indicate that teachers' conceptions of good teaching reflect a focus on results rather than processes while respondents perceive of their professional growth throughout the years as minimal. Teachers further demonstrate unsophisticated understandings of their own professional development, shifting the emphasis to seminars and underlining the system's -rather than their own -responsibility for development. Interestingly, respondents acknowledge the value of informal collegial exchange of views, naturally emerging in school settings. In this regard, building system-wide capacity for good teaching through opportunities for shared learning in schools along with enhanced teacher responsibilization for professional development are further discussed.

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“…Since that time, a growing body of literature supports the notion that research by teachers about their own classroom practices not only contributes to the knowledge base in education (Masingila, 2006), but can also function as a powerful means of professional development (DeMulder & Rigsby, 2003;Koutselini, 2008;Rathgen, 2006;Watkins, 2006).…”

Section: Teacher Researchmentioning

confidence: 99%

“…Much is written about how the teacher acquires new skills as a teacher-researcher (Britt, Irwin, & Ritchie, 2001;Cochran-Smith & Lytle, 1999;DeMulder & Rigsby, 2003;, 1999;Peters, 2004;Sherin, 2002;Zeichner, 2005) and takes on a perspective that is at once inquirer/instructor/learner (DeMulder & Rigsby, 2003). Through classroom research teachers explore issues of their practice by studying theories and by reconsidering their own assumptions and reasoning processes.…”

Section: Facilitating Teacher Researchmentioning

confidence: 99%

Owning professional development: The power of teacher research

Adams

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Teachers' voices on reflective practice

Cited by 20 publications

References 5 publications

Habitual practice vs. the struggle for change: can informal teacher learning promote ongoing change to professional practice?

Habitual practice vs. the struggle for change: can informal teacher learning promote ongoing change to professional practice?

Development of Greek-Cypriot teachers’ professional identities: is there a ‘sense’ of growth?

Owning professional development: The power of teacher research

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