“I’m valuing the journey as much as the destination”: Exploring shared reflection to support novice coach learning

2021 ◽  
pp. 174795412199975
Author(s):  
Anne O’Dwyer ◽  
Richard Bowles
Keyword(s):  
Reflective Practice ◽  
Learning Trajectory ◽  
Collaborative Reflection ◽  
Collaborative Process ◽  
Reflective Process ◽  
Coach Learning ◽  
Coaching Strategies ◽  
Self Study ◽  
Sports Team ◽  
Study Methodology

This paper provides an insight into the trajectory of coach learning over two seasons through a shared reflective process. It describes how a collaborative process in a volunteer, amateur coach setting was supported and sustained. The coach-researchers had coached a university sports team together for two years prior to formalising the collaborative process. They adopted a collaborative self-study methodology to support and structure their reflective practice and learning throughout the study. Weekly individual and collaborative reflections were written by both coaches. They engaged with a critical friend to offer alternative perspectives on their reflections, and they planned their coaching strategies together. This paper illustrates the collaborative reflective process that supported the trajectory of the novice coach learning. This journey is represented using Fuller’s concern based model to map concern for self, concern for the task and concern for the learners. The reflective process and learning trajectory are outlined to exemplify the value of informal collaborative reflection to support coach learning. Implications are outlined for shared reflective practice to enhance learning opportunities for other coaching partners and small groups or in other educational domains.

scholarly journals Interdisciplinary teaching practices: Reflections from a teaching triangle

2021 ◽  
Vol 11 (5) ◽  
pp. 10
Author(s):  
Melba Sheila D’Souza ◽  
Bala Raju Nikku ◽  
Cael Field
Keyword(s):  
Reflective Practice ◽  
Learning Environments ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Teaching Pedagogy ◽  
Interdisciplinary Teaching ◽  
Self Study ◽  
Study Methodology ◽  
Interdisciplinary Relationships ◽  
Professional Teaching

Background and aim: There is an increased understanding of and appreciation for teachers' work from other disciplines, primarily for formulating individual plans and enhancing one's teaching based on observations and shared reflections. This article reviews how reflective practice, which is self-initiated and focused, informs the understanding and improvement of teaching practices, demonstrates interaction with students, and guides teaching experiences. This article aims to explore reflective practices that were meaningful for engaging in in-class instructional teaching practices.Methods: A self-study methodology was used to examine the complicated relationship between teaching and learning and knowledge in action of teacher education pedagogy.Results and discussion: As teacher, we understand the importance of problem-solving, establishing connections between relationships, and motivating students to think about missing connections or reconsidering them. Implications: The benefit of the Teaching Triangle was enhancing interdisciplinary relationships, understanding professional teaching relationships, and learning from each other without boundaries.Conclusions: Three aspects of the interdisciplinary reflective practice that emerged were adopting philosophy and purpose-driven goals; facilitating teaching pedagogy and technology; and creating culturally safe and effective student learning environments.

Role of Mentorship and Reflection in Leading Learning Through Making

2021 ◽  
pp. 148-164
Author(s):  
Jennifer V. Lock ◽  
Kristi-Mari Fedorko-Bartos ◽  
Kristal Louise Turner ◽  
Kathy Wise
Keyword(s):  
Informal Learning ◽  
Learning Environments ◽  
Pilot Project ◽  
Reflective Process ◽  
Informal Learning Environments ◽  
Self Study ◽  
Formal And Informal Learning ◽  
P 16 ◽  
Study Methodology

There is a growing trend of learning through making in P-16 education in both formal and informal learning environments. In the informal learning environments, who provides support and mentorship for learning through making? In this chapter, the authors report on a maker mentor pilot project using a self-study methodology. This initiative was designed to develop knowledge and skills using a mentoring approach to support learning through making with pre-service and in-service teachers, and to model reflective practice. Using a reflective process, they share insights into the work of maker mentors, what worked well, as well as recommendations to enhance this mentoring initiative. They conclude with three implications for practice in support of the role of maker mentors.

Evaluating a Problem-Based Group Learning Strategy for Online, Graduate-Level Coach Education

2014 ◽  
Vol 3 (4) ◽  
pp. 227-234 ◽  
Author(s):  
Andrew P. Driska ◽  
Daniel R. Gould
Keyword(s):  
Communities Of Practice ◽  
Reflective Practice ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Online Course ◽  
Critical Thought ◽  
Coach Education ◽  
Reflective Process ◽  
Instructor Interaction ◽  
Practice Skills

Research has shown that coaches learn through reflective practice (Trudel & Gilbert, 2006), that communities of practice can assist the reflective process (Culver & Trudel, 2008), and that problem-based learning can increase critical thought by coaches (Jones & Turner, 2006). To help coaches develop reflective practice skills in an online course, the authors designed and implemented a novel assignment combining the principles of a community of practice with problem-based learning. Small groups of students were presented with a problem scenario and then met synchronously online using a low bandwidth group chat application (EtherPad) to diagnose the problem, strategize, and outline a solution. Students were able to conduct group meetings with only minor technical diffculties, and their written work demonstrated that a moderate level of refection had occurred. Future assignment redesigns should allow more opportunities for student-instructor interaction to facilitate greater development of student reflective practice skills.

scholarly journals Preparing teachers for HIV/AIDS education: integrated and interdisciplinary pre-service teacher education

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Linda Van Laren
Keyword(s):  
Teacher Education ◽  
Intermediate Phase ◽  
Aids Education ◽  
Integrated Models ◽  
The Social ◽  
Self Study ◽  
Study Methodology ◽  
Faculty Of Education ◽  
Pre Service Teacher ◽  
Hiv Aids

This article focuses on the views of pre-service teachers regarding an appropriate model for integrating HIV/AIDS education at a Faculty of Education. The final-year foundation and intermediate phase teachers were introduced to integrating HIV/AIDS education in Mathematics education and reflected on their four years of training. By using self-study methodology, the opinions and experiences of pre-service teachers of the two models of HIV/AIDS education in teacher preparation were explored, aiming to improve the manner in which pre-service teachers could be prepared to teach in the social and educational context of HIV/AIDS. The pre-service teachers indicated that they are under-prepared to teach in this context. Pre-service teachers were of the opinion that they could, however, be better prepared through HIV/AIDS teacher education that includes both discipline/subject and integrated models of teacher education

A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice

2019 ◽  
Vol 14 (3) ◽  
pp. 39-54
Author(s):  
Göran Karlsson ◽  
Pernilla Nilsson
Keyword(s):  
Student Teachers ◽  
Reflective Practice ◽  
Teacher Educators ◽  
Powerful Method ◽  
Web Based ◽  
Pedagogical Tool ◽  
Self Reflection ◽  
Reflective Process ◽  
Service Training ◽  
Further Development

Self-reflection based on the analysis of one's own teaching performance has proven to be a powerful method for developing student teachers´ professional knowledge. The aim of this study was to investigate how a web-based guiding framework involving the use of a pedagogical tool for planning and reflection in conjunction with annotated video recorded lessons, written reflections, and a teacher educator's feedback, might provide a beneficial method for student teacher self-reflection. The study included 56 student teachers performing their in-service training in science teaching. The student teachers completed a questionnaire where they had to respond to statements about their experiences of the framework. The results indicate that a guiding framework that includes analysis of video-recorded teaching is essential for a self-reflective process to become effective. Further development of the framework might be to enable student teachers to participate in synchronous discussions with peers and teacher educators about their video-recorded lesson.

scholarly journals Through Rubrics and Scaffolded Instruction: A Programmatic Self-Study of Writing Expectations

2009 ◽  
Vol 18 (2) ◽  
Author(s):  
Cynthia Lassonde ◽  
Alison Black ◽  
Jane Miller ◽  
Hanfu Mi
Keyword(s):  
Teacher Education ◽  
Creative Writing ◽  
Education Program ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Reflective Process ◽  
Scaffolded Instruction ◽  
Self Study

Colleagues in a teacher education program describe their journey of programmatic self-study as they examine how they teach and assess teacher candidates’ writing in a series of three required and sequenced undergraduate literacy courses. They lead the reader through the questions they asked themselves about their instruction and their reflective process with a goal of improving teacher candidates’ technical, reflective, and creative writing. Readers are encouraged to reflect on their expectations for teacher candidates’ writing in light of instruction and assessment. Implications for teacher education are explored.

scholarly journals Teacher Education Partnerships: Integration of Case Studies within an Initial Teacher Education Program

2009 ◽  
Vol 18 (2) ◽  
Author(s):  
Darlene Parker ◽  
Deirdre Smith ◽  
Patricia Goldblatt
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teaching Profession ◽  
Faculty Members ◽  
Initial Teacher Education ◽  
Case Study Methodology ◽  
Self Study ◽  
Study Methodology

This paper outlines the partnership between the Faculty of Education at Brock University and the Ontario College of Teachers as the self-regulatory body for the teaching profession in Ontario. The paper explores how two institutions collaborated to use case study methodology with faculty members in an initial teacher education program. The paper explores the planning and delivery of a case study institute to faculty members of the Teacher Education Department at Brock University and how self-study was incorporated to reflect on the partnership. This paper details the partnership and the links between self-study of teacher education practices and the constructivist approach of case study methodology.

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