Using Text via Dialectical Journals to Nurture Liminal Spaces in Teacher Education

2021 ◽  
pp. 154134462110581
Author(s):  
Stephanie L. Dodman ◽  
Nancy Holincheck ◽  
Rebecca Brusseau
Keyword(s):  
Teacher Education ◽  
Transformational Learning ◽  
Critical Reflection ◽  
Teacher Inquiry ◽  
Graduate Course ◽  
Practicing Teachers ◽  
Self Reflection ◽  
Liminal Spaces ◽  
Reflective Development

This article shares the findings of a study examining the use of dialectical journals as liminal spaces for the development of critical reflection in practicing teachers. In an online graduate course on critical teacher inquiry designed to foster teachers as antiracist multicultural educators, teachers engaged in dialogue with themselves as they responded to self-selected text segments in assigned readings throughout the course. Using Mezirow’s theory of transformation and specifically the typology of critical reflection of assumptions and critical self-reflection of assumptions, we analyzed the online dialectical journals of 23 teachers to better understand how their engagement with key texts both represented and influenced their reflective development and engagement in transformational learning. We conclude the journals to be powerful liminal spaces for teachers to engage in reframing of their assumptions.

scholarly journals Approaches and Methodologies to Support Critical Reflection

2019 ◽  
pp. 251-259
Author(s):  
Jean Claude Callens
Keyword(s):  
Teacher Education ◽  
Critical Reflection ◽  
Critical Level ◽  
Self Regulation ◽  
Safety Net ◽  
Strong Connection ◽  
Reflection Process ◽  
Beliefs About Teaching ◽  
Key Features ◽  
Change Beliefs

During their studies, pre-service teachers are continually asked to reflect (Calderhead Gates, 1993; Korthagen Vasalos, 2005; Rodgers, 2002). In teacher education a goal of reflection is to change beliefs about teaching in order to improve practice, and therefore there is a strong connection between reflection and actions of students on the workplace. It does not seem obvious that students in teacher education reach a critical level in their reflections (Bean Stevens, 2002). According to Bean and Stevens (2002) effective scaffolding of a reflection process encompasses a number of key features within cognitive and emotional domains. Cognitive features include for instance using hints and leading questions to develop self-regulation. Emotional features include for instance providing a safety net to allow for mistakes. In this study we focus on cognitive features and search for an approach/methodology that may support a reflection process.

Issues and Patterns of Writing Issues Through Practical Journals Among Students at the Institute of Teacher Education, Tun Hussein Onn Campus, Batu Pahat

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Rosly Kayar ◽  
◽  
Zaiha Mohd Kusrin ◽  
Faridah Mohd Sopah ◽  
Abd. Shakor Borham ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Qualitative Study ◽  
Journal Writing ◽  
Racial Diversity ◽  
Document Analysis ◽  
Reflective Writing ◽  
School Factors ◽  
Self Reflection ◽  
Trainee Teachers

This study aims to analyze issues, issue writing patterns, and reflective writing in the PISMP trainee teacher practicum journal, at Tun Hussein Onn Campus Teacher Education Institute, Batu Pahat. This study involved a total of 40 journal reflection writings selected at random in 2019 for various options. Qualitative study through document analysis is used to analyze the reflective writing of trainee teachers. In this study, the data were obtained from the writing notes of the reflection journal of the trainee teacher during the practicum. The results show that the writing of trainee teacher issues is more focused on the student domain (18 issues), followed by students (15 issues) and pedagogy (1 issue). Students were found not to touch the school domain at all and there was writing the title of the issue presented in the practicum journal not clear the domain of the issue (6 issues). The findings of the study also show that 36 out of 40 journal writing titles are clearly written. This shows that only a small number of journal writing titles cannot be written clearly. These findings indicate that trainee teachers are less focused on school factors such as environment, basic facilities, and racial diversity in writing self-reflection. The practice of reflection through journal writing is a very important aspect of teacher training in motivating trainee teachers intrinsically to achieve professional development in the field of trainee teacher duties.

Transformational Learning for Community Health

2014 ◽  
pp. 164-181
Author(s):  
Carlos E. Quiñones-Padovani ◽  
Clarena Larrotta
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Community Health ◽  
Transformational Learning ◽  
Education Program ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education

The qualitative research study explored in this chapter took place in a physical education teacher education program at a large public university in Puerto Rico. Study findings are relevant for similar programs in the United States. The research questions guiding the chapter are: (1) What can physical education teacher candidates do to help promote community health awareness? (2) What does transformational learning look like for physical education teacher candidates in a physical education teacher education program? (3) From the point of view of the university instructor, what are the challenges training physical education teacher candidates to promote health awareness? Data collection sources include: The researcher's journal, informal conversations with physical education teacher education university colleagues from different institutions, alumni questionnaire responses, electronic communications with 11 physical education teacher education program graduates, and documents (e.g., the National Association for Sports and Physical Education Standards, and the Physical Education Teacher Education Standards). The authors draw on transformational learning theory as a framework to inform the study, and narrative analysis plays a central role reporting study findings. The chapter includes the following sections: a theoretical framework section discussing how transformational learning theory informs the study; a relevant literature section that provides the definition, benefits, and connection with concepts such as physical activity, community health, and effective teaching in physical education; a qualitative methodology section that describes the study setting and participants; data collection sources and data analysis procedures; a study findings section that is organized by research questions; an implications for practice section; and conclusion.

Developing Critical Dispositions in Teacher Education Programs

2019 ◽  
pp. 106-124
Author(s):  
Jarrett D. Moore
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
American Education ◽  
Education Programs ◽  
Preparation Programs ◽  
Self Reflection ◽  
Purpose Of Education

This chapter advocates for the (re)framing of critical thinking from a skill to a disposition and proposes a framework whereby teacher education programs can create space for pre-service teachers to develop a critical disposition. By studying the context of American education and schooling and their corporate interest, pre-service teachers along with teacher educators can start to unravel the discourse and power inherent in American education. Understanding how these concepts lead to hegemony can begin the process of creating a counterhegemonic movement among American educators that includes the reclaiming of the purpose of education, raising pertinent epistemological question, and practicing critical self-reflection. The final part of the new framework for developing critical dispositions is a reintroduction of broader theoretical concerns into teacher preparation programs.

The Role of the Researcher in New Information Infrastructure Research

2012 ◽  
pp. 196-217
Keyword(s):  
Critical Reflection ◽  
Information Infrastructure ◽  
Methodological Choices ◽  
Is Research ◽  
New Information ◽  
Reflective Development ◽  
Long Term Impact ◽  
Research Choices

In this chapter, the role of the researcher in new information infrastructure research is explored. The key ideas informing this chapter are drawn from a critical reflection on trends in information systems (IS) research and the need for a more pragmatic approach (Constantinides et al., 2012). The focus is on developing a better understanding of the consequences of research choices by drawing on the notion of phronesis – the reflective development of prudent knowledge that is continuously shaped by and imbued with situated values and interests (Flyvberg, 2001). Specifically, it is argued that, IS researchers must recognize that research involves not just choices about how to conduct a study (i.e. theoretical and methodological choices), but also about why we study what we study and who is affected by our work (i.e. the desirable outcomes and long-term impact of research).

The Critical Language Reflection Tool

2022 ◽  
pp. 203-220
Author(s):  
Jennifer Miyake-Trapp ◽  
Kevin M. Wong
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Critical Consciousness ◽  
Teacher Educators ◽  
World Englishes ◽  
Evidence Based ◽  
Teaching Standards ◽  
International Teaching ◽  
Contextual Awareness

Critical reflection is an integral part of the teaching and learning process that requires educators to reflect on their assumptions and practices to promote equity in their classrooms. While critical reflection practices and frameworks have been proposed in teacher education, a TESOL-specific tool that engages with the unique complexities of world Englishes has not been developed. The current chapter, thus, engages in critical praxis by providing an evidence-based, step-by-step reflection tool for TESOL educators to enact inquiry. The reflection tool is called the critical language reflection tool, which offers open-ended questions surrounding assumption analysis, contextual awareness, and reflection-based action. Moreover, it applies a critical lens to the TESOL international teaching standards to help TESOL educators and teacher educators foster critical consciousness in TESOL classroom contexts.

scholarly journals Water Matters: thinking with water Class Experience

2019 ◽  
Vol 26 (1) ◽  
pp. 13-23 ◽  
Author(s):  
Denisse Roca-Servat ◽  
Polina Golovátina-Mora
Keyword(s):  
Political Ecology ◽  
Learning Experience ◽  
Ways Of Knowing ◽  
Private University ◽  
The Political ◽  
Teaching Methodology ◽  
Master's Program ◽  
Graduate Course ◽  
Self Reflection ◽  
Environmental Relations

This article revisits a co-learning experience of a graduate course on the political ecology of water at the Master’s program in Development Studies in a Colombian private university which employed a thinking with water teaching methodology based on the ontological-epistemological-methodological unity. Water as a nearly universal solvent not only conditions life on the planet but also defines human imaginary. The physical characteristics of water such as its fluidity, plasticity, and conductivity enable a multidimensional, nonlineal, and relational thought. Because of its universal familiarity and its indispensability for life, water offers intuitive ways of knowing. The revision of the class experience showed that the materiality of water affects the dynamic of the course. It supports the idea of the performativity (Barad) of our knowledge about Self and the world. Spontaneous and resistant, water clears hidden, silenced, or ignored meanings of both social and environmental relations and, so, stimulates critical self-reflection, catalyzes social change, and promotes social justice.

How ePortfolios Support Development in Early Teacher Education

2011 ◽  
pp. 2130-2137
Author(s):  
Victor McNair ◽  
Kevin Marshall
Keyword(s):  
Teacher Education ◽  
Northern Ireland ◽  
Beginning Teachers ◽  
Student Teachers ◽  
Critical Reflection ◽  
Technology Policy ◽  
Initial Teacher Education ◽  
Qualified Teachers ◽  
One Year ◽  
Graduate Certificate

This chapter reports on a pilot study which examined how student teachers of a one-year Post Graduate Certificate in Education course in Northern Ireland developed reflective ePortfolios and then used them to embed ICT in their first (Induction) year as qualified teachers. Two central themes emerged. First, the process of constructing the ePortfolio developed confidence among the beginning teachers which supported them when faced with the challenges of starting teaching. Second, the ePortfolio was used to ease the transition from Initial Teacher Education to Induction, but where there is a lack of critical reflection, barriers to professional development can emerge. These issues are discussed within the context of technology policy, teacher training, and emerging technology in Northern Ireland.

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