Repurposing EFL Professional Development Frameworks for Students-Use; Releasing Responsibility for Learner Self-Reflection, Agency, and Metacognition

2021 ◽  
Vol 2 (1) ◽  
pp. 15-52
Author(s):  
Ben Gibbon ◽  
Yuya Nakagawa
Keyword(s):  
Professional Development ◽  
Text Mining ◽  
Study Skills ◽  
Teaching Method ◽  
Self Assessment ◽  
Self Reflection ◽  
Assessment Task ◽  
Quantitative Case Study ◽  
Personal Skill

The quantitative case study investigates whether Freeman’s (1989) K.A.S.A teacher framework is effective when adjusted for student use during self-reflection tasks. The potential of this teaching method to improve learner study skills, namely to scaffold learner autonomy, will be considered. This paper offered a framework to 30 students as an autonomous self-assessment task, their answers were analysed using KH Coder 3, a text-mining software, to quantitatively identify clusters of lexemes expressed by participants to determine whether they had cited the framework’s dimensions of knowledge, attitude, skills, and awareness. A notable observation is that students demonstrated agency through complex metacognitive engagement with the reflection tool, evidenced by clear proximities co-occurring between awareness and skills. Word-trees were mapped to further assist the exploration of co-occurring themes and implicated that this tool may aid students with the process of identifying personal skill proficiencies; potentially assisting learners to map their learning experiences with more nuance. 本研究は、教師が成長し続けるためにFreeman (1989) が提唱した内省の道具立てK.A.S.A.フレームワークを学生に援用し、その有効性を定量的に探索した事例の1つである。提案する内省方法が、学習を向上させる可能性、言い換えると、学習者の自立性を育むための足場となり得るかを検証した。本論文では、30名の学生が自立を促すタスクとしてK.A.S.A.フレームワークを活用した自己評価を行い、記述された回答をテキストマイニングのフリーソフトウェアKH Coder3を用いて分析し、「知識」、「態度」、「技能」、「意識」の各側面から、内省する際にどのような割合で言及しているかどうか、定量的に回答で用いられた表現における語彙のクラスターを確認した。その結果、意識と技能の間に明確な近接性があり、参加した学生はK.A.S.A.フレームワークをツールにして内省する際、メタ認知能力を駆使して主体的に取り組みをしていることがわかった。さらに、共起語を探るために作図された共起ネットワークによって、K.A.S.A.フレームワークは、自身の技能における習熟度を学生が特定する過程を支援する可能性や自身の学んだ経験をより綿密に位置付けるのに役立つ可能性があることが示唆された。

Peer- and self-assessment: A Case Study to Improve the Students’ Learning Ability

2016 ◽  
Vol 7 (4) ◽  
pp. 780
Author(s):  
Ying Li ◽  
Liping Chen
Keyword(s):  
Approaches To Learning ◽  
Learning Ability ◽  
Assessment Practices ◽  
Self Assessment ◽  
College English ◽  
Self Reflection ◽  
Current Assessment ◽  
Deep Approaches To Learning ◽  
The Way

Current assessment practices in college English in China do not develop students’ abilities to reflect on their own learning.  Peer- and self- assessment, the self-reflection phrase, can be seen as a means to tackle this problem. The purpose of the study was to explore the potential to take Peer and self-assessment as an effective method to change the way of students’ learning. An analysis of 60 students from Lanzhou University of Finance and Economics showed that peer and self- assessment can change the way the students’ learning. These two forms of assessment are often used in combination with each other. Implementation of these forms of assessment can involve the development of a learning teaching environment and shift the students’ learning methods from surface approaches to learning to deep approaches to learning gradually.

scholarly journals FACILITATING LANGUAGE-FOCUSED COOPERATIVE LEARNING IN INTRODUCTORY STATISTICS CLASSROOMS: A CASE STUDY

2018 ◽  
Vol 17 (2) ◽  
pp. 30-50
Author(s):  
MICHAEL D. CAREY ◽  
PETER K. DUNN
Keyword(s):  
Professional Development ◽  
Cooperative Learning ◽  
Classroom Management ◽  
Statistics Education ◽  
Discussion Board ◽  
Self Reflection ◽  
Research Journal ◽  
Learning Techniques ◽  
Management Plans

With the GAISE emphasis on prioritising concept development over mathematical calculation in statistics education, statistical language has increasingly become the focus of research. Yet, there is a dearth of research investigating techniques to teach statistical language. To redress this gap, we introduced a group of statistics tutors to some cooperative learning techniques commonly used to teach language and concepts in other disciplines (Jigsaw and Think-Pair-Share). The twofold aim was to explore the tutors’ uptake of the techniques and how to improve their proficiency in implementing the techniques. The techniques were delivered experientially with tutors through a professional development session followed by implementation of the techniques in their tutorials. A semester-long exploratory case study was conducted using surveys, focus group sessions and shared self-reflection on a digital discussion board. From the tutors’ reported experience and feedback, areas for improvement in the implementation of the techniques were identified, pertaining to the effectiveness of the techniques, expectations of teacher and student roles in learning, and classroom management. Plans for addressing these areas for improvement in future studies are presented, which include enhancing the professional development and adding in-class mentoring of tutors. First published November 2018 at Statistics Education Research Journal Archives

scholarly journals Cognitive Operations in Teachers’ Development of Reflective Skills: WANDA Group reflection in a Czech primary school

Pedagogika ◽  
2020 ◽  
Vol 70 (4) ◽  
Author(s):  
Jana Poche Kargerová ◽  
Petra Vallin ◽  
Kamila Etchegoyen Rosolová ◽  
Kristýna Bajerová
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Professional Learning ◽  
Structured Interviews ◽  
Self Reflection ◽  
Cognitive Operations ◽  
Practical Standpoint ◽  
Teacher Professional ◽  
Reflective Skills

In the current rapidly changing world, demands on teacher quality and teacher change are ever- increasing. One important and powerful way to transform schools is through teacher professional development focusing on teachers’ reflective skills. But the development of reflective skills is challenging not only from a practical standpoint but also in terms of the demands it places on teachers’ cognitive operations. In our study we examined how a specific highly-structured method called WANDA facilitates the development of teachers’ reflective skills. WANDA is a form of professional development through group reflection embedded in a five-stage reflective cycle. We connected the stages with cognitive operations employed in the development of reflective skills, and assessed how teachers respond to each stage. Our case study draws on a qualitative research inquiry including semi-structured interviews with nine WANDA participants who teach in a Czech primary school. Our results show that a crucial phase of WANDA that comes early in the process imposes very high demands on teachers’ cognitive operations. Teachers might be better prepared to engage in this phase if it comes later in the process and is swapped with another stage that the teachers found highly engaging and fun thanks to its playful form. Overall, WANDA appears to be a meaningful tool in developing teachers’ reflective skills, leading them to metacognition, the ultimate peak of self-reflection. Keywords: professional development, WANDA method, group reflection, professional learning communities

Improving Visual Representations' Impact in Mathematics Teaching With Multimodal Narratives

2019 ◽  
pp. 211-230
Author(s):  
Paula Montenegro ◽  
Cecília Costa ◽  
J. Bernardino Lopes
Keyword(s):  
Professional Development ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Design Science ◽  
Visual Representations ◽  
Science Research ◽  
Self Reflection ◽  
Investigation Methods ◽  
The Impact

This chapter focuses on the impact that multimodal narratives (MN), elaborated to a first intervention (MN1) and to a succession of interventions (MN2), had in the professional development of a teacher to increase the impact of visual representations in the teaching and learning of mathematical content. The study follows an interpretative paradigm, with design science research and case study investigation methods. The participants are two groups of students (mean age 10.7 years and 11.3 years) and their Mathematics teacher. The data were collected from the students' written records, lesson plans, and teacher's notes. The data collected were organized in a MN. The results show that the MN is a tool that facilitates the process of professional development at the self-reflection level and in combination with researchers. The authors conclude that MN is an efficient and useful tool for professional development that aims to improve teaching practices and student learning.

scholarly journals Reflective Teaching as a Tool for Teacher Professional Development

2021 ◽  
Vol 6 (2) ◽  
pp. 101-110
Author(s):  
Dwi Riyanti
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
English Education ◽  
Reflective Teaching ◽  
Teaching Activities ◽  
Self Reflection ◽  
Efl Teachers ◽  
Teacher Professional ◽  
The Impact

Reflection has long been known as an important component for teacher professional development, and it has been widely researched. However, little is known about how teachers reflect on their teaching. Aiming at finding out how in-service English as a foreign language (EFL) teachers reflect on their teaching activities and how their self-reflection impacts their professionalism, the current study employs a qualitative case study as its research design. It involved six in-service EFL teachers at various levels of education, such as kindergarten, elementary, junior, and senior high schools, who were taking the postgraduate program in English Education at FKIP Universitas Tanjungpura as the research participants. The data for this study were obtained through questionnaires and interviews, as well as the written analysis of participants' teaching videos. After being analyzed qualitatively, the findings of this study indicate that most respondents reflect on their teaching activities at a very basic level. In relation to the impact of their reflective teaching on their professionalism, however, overall, respondents thought that their reflection activities helped them know their weaknesses and strengths in teaching, which encouraged them to become better teachers.

Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Clinical Education ◽  
Performance Indicator ◽  
Clinical Skills ◽  
Self Assessment ◽  
Clinical Practicum ◽  
Self Reflection ◽  
Healthcare Settings ◽  
Language Pathology ◽  
Traditional Performance ◽  
The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

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