Building bridges for teachers as researchers

2020 ◽  
Vol 35 (1) ◽  
pp. 66-68
Author(s):  
Meera Chudasama
Keyword(s):  
Reflective Practice ◽  
Personal Perspective ◽  
Classroom Teachers ◽  
Senior Leaders ◽  
Bottom Up ◽  
Personal Experiences ◽  
Teacher Researcher ◽  
Traditional Sense ◽  
Community Builder

There has been little exploration of how Research Leads build bridges and manage networks to encourage teachers to be researchers. As a middle leader on a teaching timetable, in this article, I focus on some of the current issues and dilemmas I have personally faced when trying to thrive in this role. I address these issues and draw on my own experience as evidence to support possible solutions in being a middle leader. Some of the challenges faced in this role are encouraging teachers to become researchers, motivating teachers to engage in research, making research relatable to teachers and using reflective practice to develop researching practitioners. Further to this, I explore how using a bottom-up strategy can work with senior leaders through to classroom teachers; even though this can be a difficult process, this strategy is constantly evolving with the aim to create a research-informed community. In all, this article takes a personal perspective and reflects personal experiences in being a Research Lead and a teacher-researcher. It aims to provide some strategies in managing the challenges of being a middle leader, not in the traditional sense but as a networker, community builder and teacher-researcher.

scholarly journals Desgarrandonos de Nuestra Lengua: Ripping Us from our Language

2021 ◽  
Author(s):  
Lillian Ramos ◽  
Julia Ramirez
Keyword(s):  
Instructional Practices ◽  
Doctoral Students ◽  
Language Ideologies ◽  
Classroom Teachers ◽  
Latina Teachers ◽  
Personal Experiences ◽  
Language And Education ◽  
The Way

Using a testimonio methodology, this study provides insight on how language ideologies, family, and education in the Texas Borderlands impacted two Latina teachers’ view and understanding of their identity. Through our personal experiences as PK-16 students, classroom teachers, and doctoral students, we were able to understand the colonization of our language and the subsequent endangerment of our bilingualism, which upon reflecting, had an impact on how we see ourselves as individuals, bilinguals, teachers, and Latinas. Our experiences with our bilingualism affected the way in which we perceive ourselves and our community. The reflection and analysis of our experiences allowed us to adjust our mindset towards a culturally sustaining lens, to improve our instructional practices, and to accept ourselves for who we are and where we were raised. Findings reveal how others’ ideologies about language and education can have a lasting consequence on us as well as how we go about changing our mindset to one of acceptance and pride.

Looking Ahead in Teacher Preparation: A Personal Perspective on NCTM—MAA Cooperation

1989 ◽  
Vol 82 (7) ◽  
pp. 564-570
Author(s):  
Bruce E. Meserve
Keyword(s):  
Teacher Preparation ◽  
Mathematical Community ◽  
Colleges And Universities ◽  
Practical Philosophy ◽  
Personal Perspective ◽  
National Council ◽  
Mathematical Association ◽  
Personal Experiences

The preparation of teachers has been a major concern of many colleges and universities throughout their history. I shall use some of my personal experiences to place our present efforts in the perspective of activities over the last fifty years. This use of personal experiences restricts the scope of the examples but furnishes the basis for emphasizing a tested, practical philosophy—that cooperation between the National Council of Teachers of Mathematics (NCTM) and the Mathematical Association of America (MAA) exists and should be extended to gain increased influence on the entire mathematical community.

Responsible Gambling

2019 ◽  
pp. 132-152
Author(s):  
Jodie Nealley ◽  
Amanda Winters
Keyword(s):  
Gambling Disorder ◽  
Responsible Gambling ◽  
Personal Perspective ◽  
Problem Gambler ◽  
Disordered Gambling ◽  
Personal Experiences ◽  
Potential Impact ◽  
Responsible Gaming

The authors discuss responsible gambling from the perspectives of a problem gambler and an administrator in the field of responsible gambling. This narrative shares personal experiences and how they influence the authors’ perspective toward responsible gambling, how it is currently viewed, and its potential impact on those who might develop a gambling disorder. The authors discuss how current legislation in Massachusetts, as well as the Responsible Gaming Framework, can benefit those who suffer from an addiction to gambling, either recognized or not. While there are many theories and concepts surrounding responsible gambling and problem or disordered gambling, this chapter focuses on a personal perspective.

scholarly journals Has Reflective Practice Done More Harm than Good in Teacher Education?

Phronesis ◽  
2013 ◽  
Vol 2 (1) ◽  
pp. 80-88 ◽  
Author(s):  
Tom Russell
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Personal Perspective ◽  
Teacher Education Programs ◽  
Before And After ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Why do we emphasize reflective practice so extensively in pre-service teacher education? What evidence do we have that frequent references to reflection are improving the quality of the teachers we prepare for certification and careers in teaching? Whatever reflection and reflective practice are, they are not ends in themselves; hopefully, they are means to the end of better teaching practices and better learning by students in schools. In this article I explore reflection and reflective practice from several perspectives, including my personal experiences as a teacher educator working with individuals preparing to become teachers of physics. The question asked in the title captures my fear that the ways teacher educators have responded to and made use of the concepts of reflection and reflective practice may be doing more harm than good in pre-service teacher education. To begin, I consider teacher education practices before and after the arrival of the term reflective practice. I then consider elements of Schön’s (1983) work and review five articles about reflective practice in teacher education; this is not a formal literature review, but rather an effort to show how virtually every article about reflective practice seems to be driven by its author’s personal perspective. The article continues with personal interpretations and illustrations and concludes with five generalizations about teacher education practices that indicate that much more work needs to be done if references to reflection are to do more good than harm in preservice teacher education programs.

scholarly journals An Analysis of Teachers’ Strategy in Teaching Listening

2020 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Nazla Ainun Kasim ◽  
Sri Rumiyatiningsih Luwiti
Keyword(s):  
Foreign Language ◽  
Daily Life ◽  
Descriptive Analysis ◽  
English Department ◽  
Classroom Teachers ◽  
Top Down ◽  
Bottom Up ◽  
Qualitative Descriptive ◽  
Listening Instruction

<p style="text-align: justify;">Listening is the ways of picking up the information delivered by others in daily life, and also is the most important elements in studying foreign language. Several people have, however, problem in listening because they think that listening is the hardest skill to be mastered. To solve this barrier, teachers carry a big responsibility in their classroom. Teachers need to encourage students’ participation through preparing an interesting strategy during listening instruction in order to attract students’ attention to take part actively in listening. This study attempted to investigate the strategy used by teacher in teaching listening. Richard’s theory of listening strategy to include bottom-up and top-down was applied. Through utilizing qualitative descriptive analysis, this study involved three listening lecturers of English Department of Universitas Negeri Gorontalo where they were observed and interviewed. The analysis of data revealed that teachers used mostly top-down process activities in listening class.</p>

scholarly journals Life outside academia: on becoming an expert teacher-researcher

2015 ◽  
Vol 2 (1) ◽  
pp. 11-17
Author(s):  
Peter Farrell
Keyword(s):  
Reflective Practice ◽  
Practical Knowledge ◽  
Virtual Community ◽  
School Principal ◽  
Professional Life ◽  
Expert Teacher ◽  
Theory Of Practice ◽  
Knowledge Tradition ◽  
Teacher Researcher ◽  
Third Person

Abstract The author, a school principal with significant classroom responsibilities recounts his journey towards authenticity as an independent teacher-researcher. His career as a researcher began in the scientific-knowledge tradition and then moved into the practical-knowledge tradition. He describes how Donald Schön, the father of reflective practice, has transformed his professional life, leading him to develop a deeply thoughtful practice, one that makes use of the literature to augment, challenge, and legitimise the work he does in his school. The author delves into the messy world of the professional experiment, and the idea that professionals can, and do, act and think differently to third-person researchers. Finally, the author shares his story about how the members of a virtual community of scholars have facilitated his move from the periphery of the researching community into an authentic and valued practitioner-colleague with a personal theory of practice

Language policy as experiences

2009 ◽  
Vol 33 (2) ◽  
pp. 185-189 ◽  
Author(s):  
Elana Shohamy
Keyword(s):  
Language Policy ◽  
Direct Effect ◽  
Marginalized Populations ◽  
Small Country ◽  
Top Down ◽  
Bottom Up ◽  
Personal Experiences ◽  
Small Countries ◽  
Linguistic Practices

Personal experiences have rarely been viewed as part of the domain of language policy, since policies are generally created from the top down, often to meet ideological or political agendas. The study of linguistic practices in a small country like Luxembourg offers particular opportunities to consider how language policy needs also to be formulated from the bottom up, since it has a direct effect on the rights and opportunities of often marginalized populations. Confronting these questions in small countries, which are hedged about with all of the complexities of their larger neighbours, may offer solutions that can be applied in due course in larger countries too.

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