Transcript bailey_refl-teaching.. - Dr. Kathleen M. Bailey

Welcome to the
Welcome to the
Göteborg, Sweden
June 15, 2006
Teachers and Reflective Teaching:
Diversity and Professional
Development
Kathleen M. Bailey
www.kathleenmbailey.com
Monterey Institute of International Studies
460 Pierce Street
Monterey, CA 943940 USA
www.miis.edu
International Survey Report
Sarah Springer
MA in TESOL,
Monterey Institute of
International Studies
Specialties:
Teacher education
Project-based courses
Technology and
language learning
Definition of Reflective Teaching
In reflective teaching “teachers and student
teachers collect data about teaching,
examine their attitudes, beliefs, assumptions,
and teaching practices, and
use the information obtained
as a basis for critical reflection
about teaching.”
(Richards and Lockhart,
1994, p. 1)
Components of the Definition
Teachers and student teachers
collect data about teaching
examine their attitudes,
beliefs, assumptions, and
teaching practices
use the information as a
basis for critical
reflection about teaching
Reflection IN or ON Action
(Schön, 1987)
An important distinction:
Reflection-IN-action occurs
during our teaching.
Reflection-ON-action
happens before or after
our teaching.
Reflection-IN-Action
Reflection-IN-action happens very quickly
and automatically as we are teaching.
Reflection-IN-action occurs as we respond
to input and questions from students and
other stimuli that compete for our attention
while
we are
teaching.
Reflection-ON-Action
Reflection-ON-action includes planning,
preparation and follow-up.
Reflection-ON-action is “the ordered,
deliberate, and systematic application of
logic to a problem in order to resolve it; the
process is very much within our control.”
(Russell and Munby, 1991, p. 164 )
Five Dimensions of Reflection
1. Rapid Reflection
2. Repair
____________________
3. Review
4. Research
5. Retheorizing &
Reformulating
(Zeichner and Liston, 1996, p. 47)
Dimensions 1-2: Reflection-in-Action
1. RAPID REFLECTION: Immediate and
automatic Reflection-in-Action
2. REPAIR: Thoughtful Reflection-in-Action
Dimension 3: Reflection-on-Action
3. REVIEW: Less formal Reflection-on-Action
at a point in time (“often interpersonal and
collegial”; Zeichner and Liston, 1996, p. 46)
Teachers think about, discuss, or write about
their teaching or the students’ learning (e.g.,
discussing a class with
a colleague or writing
a student’s progress
report).
Dimension 4: Reflection-on-Action
4. RESEARCH: More systematic Reflectionon-Action; a long-term process of collecting
data over a period of time.
Conducting action research
Keeping a teaching journal
“Teachers’ thinking and observation
become more systematic and sharply
focused around particular issues” (ibid.).
Dimension 5: Reflection-on-Action
5. RETHEORIZING & REFORMULATING:
Long-term Reflection-on-Action informed
by public academic theories.
Teachers critically examine their practical
theories in the light of academic theories.
These processes are “more abstract & more
rigorous than the other dimensions” (ibid.).
Can continue for years
Involve connections to others’ work
3 Key Attitudes of Teachers
Three key attitudes are necessary for
teachers to be truly reflective (Dewey,
1933) :
Open-mindedness
Responsibility
Whole-heartedness
Open-mindedness
"Open-mindedness is an active desire to listen
to more sides than one, to give full attention to
alternative possibilities, and to recognize the
possibility of error even in beliefs that are
dearest to us.”
_____________________________
Open-minded teachers “are continually
examining the rationales that underlie what is
taken as natural and right….”
Open-mindedness
"An open-minded individual listens to and
accepts the strengths and weaknesses of his
or her own
and others'
perspectives.”
(Zeichner &Liston,
1996, p.10)
Responsibility
An attitude of responsibility "involves careful
consideration of the consequences to which
an action leads....” (p. 10)
It “has to involve reflection about the
unexpected outcomes of teaching because
teaching, even under the best of conditions,
always involves unintended as well as
intended outcomes."
(Zeichner &Liston, 1996, pp. 10-11)
Responsibility
“Responsibility involves thinking about at least
3 kinds of consequences of one's teaching:
personal consequences – the effects of
one's teaching on pupil self-concepts;
academic consequences -- the effects of
one's teaching on pupils' intellectual
developments; and
social and political consequences -- the
projected effects of one’s teaching on the life
chances of various pupils....”
(Zeichner &Liston, 1996, p. 11)
Whole-heartedness
Whole-hearted teachers “regularly examine
their own assumptions and beliefs and the
results of their actions, and approach all
situations with the attitude
that they can learn
something new.”
(Zeichner & Liston,
1996, p. 11).
Please rate the IMPORTANCE
of Dewey’s 3 Key Attitudes
Not At All
Very
Important ……..…... Important
Open-mindedness
1
2
3
4
5
Responsibility
1
2
3
4
5
Whole-heartedness 1
2
3
4
5
Now please rate YOURSELF
on Dewey’s Key Attitudes
Not
To A
At
Great
All ………………. Extent
Open-mindedness
1
2
3
4
5
Responsibility
1
2
3
4
5
Whole-heartedness 1
2
3
4
5
Survey about Reflective Teaching
How do professional teachers collect data
for reflective teaching?
Since time is a limited, non-renewable
resource, how can we manage reflective
teaching with our
busy teaching
schedules and other
time commitments?
Survey of Practices and Attitudes
Online survey (developed, distributed, and
administered electronically)
Background information about the
respondents
Experience with
and beliefs about
reflective teaching
activities
Survey of Practices and Attitudes
Ideas about how to get started on reflective
teaching
Experience of and beliefs about program
support for reflective teaching
Background Information
Positions currently held by respondents
Teaching situation (part-time vs. full-time)
Educational background
Teaching experience
Background Information
Ages of students typically taught
Teachers’ knowledge
about the target
language
Teachers’ confidence
using the target
language
Position(s) Currently Held
Language teacher
Curriculum/materials developer
Teacher educator
Test developer/administrator
Teacher supervisor
Program administrator
Other subject matter teacher
Other
85.3 %
47.7 %
37.4 %
26.3 %
20.8 %
19.7 %
12.4 %
18.1 %
Respondents’ Experience
Years of full-time teaching experience
(or the equivalent)
<1 year
1-2 Yrs.
3-5 Yrs.
6-10 Yrs.
11-15 Yrs.
16-20 Yrs.
> 20 Yrs.
Education Levels of Respondents
Secondary School
Associate Degree
Four-year BA/BS
Teaching Credential
Certificate
Diploma
Masters Degree
EdD or PhD
Graduate Credits
75.7 %
6.5 %
79.0 %
32.7 %
20.8 %
17.0 %
69.2 %
13.2 %
20.4 %
Current Employment Status
One full-time job
One full-time + one part-time job
One part-time job
More than one part-time job
Unemployed and seeking work
60.8 %
16.0 %
11.3 %
9.7 %
2.1 %
Ages of Students Taught
Under 5 years
5-6 years
7-8 years
9-10 years
11-12 years
13-14 years
15-17 years
18-22 years
23-40 years
Over 40 years
8.3 %
17.8 %
21.9 %
25.7 %
31.8 %
38.0 %
46.9 %
84.1 %
72.8 %
53.1 %
Target Language
(On a 9-point
Likert scale)
Knowledge
About the
Language
Confidence
Using the
Language
Average
(Standard
Deviation)
Number of
respondents
7.96
(1.22)
8.21
(1.13)
1,137
1,137
Quantitative Findings
SurveyMonkey (online survey construction
and data collection program)
Nine-point Likert-scale items on 18 possible
procedures for practicing reflective teaching
Two rating scales per procedure:
Actual experience with the procedure
(“never” to “very frequently”)
How appealing the idea is (“not at all
appealing” to “very appealing”)
Reflective Teaching Activities
Making notes on our lesson plans
Getting written feedback from our students
Discussing teaching with trusted colleagues
Reflective Teaching Activities
Observing other teachers’ lessons
Inviting colleagues to observe our
teaching
Reflective Teaching Activities
Audio-recording our lessons and listening to
the recordings
Video-recording our lessons and watching
the videos
Reflective Teaching Activities
Making entries in a teaching journal
Collecting and organizing materials for
a teaching portfolio
Selecting and
posting materials
on a professional
website
Reflective Teaching Activities
Reading cases about teaching
Writing cases about teaching
Conducting action research
Engaging in language learning experiences
Reflective Teaching Activities
Team teaching with a colleague
Being mentored by other teachers
Mentoring other teachers
Engaging in reciprocal coaching with
other teachers
Suggestions for Getting Started
From this list of eighteen possible reflective
teaching activities, which three activities
would you suggest to a colleague who
wanted to get started on reflective teaching?
Suggestions for Getting Started
50
45
40
35
30
25
20
15
10
5
0
Discuss
Observing
Ss' Feedback
Observed
Notes
Suggestions for Getting Started
Quantitative Findings
Using SurveyMonkey, teachers rated
Their experience with each procedure
The appeal of each procedure
Average rating
Standard deviation
Correlation of
appeal and
experience
N = 1,100 – 1,200+
Experience and Appeal Ratings
8
Experience
Appeal
7
6
5
4
3
2
1
0
Notes on
Plans
Ss'
Discussing Observing Observed
Feedback
0
0
1
s
1
Experience and Appeal Ratings
7
Experience
Appeal
6
5
4
3
2
1
0
Aud
Vid
Jrnl
Pfol
Webs
Experience and Appeal Ratings
Experience
Appeal
8
7
6
5
4
3
2
1
0
Rdg.
Cases
Wrtg.
Cases
Act. Res.
Lang.
Lrn.
Experience and Appeal Ratings
8
Experience
Appeal
7
6
5
4
3
2
1
0
Team Tch.
Ment'd
Mentor
Coach
Employers and Schools
Employers should require teachers to do
some form of reflective teaching on a
regular basis.
One or more employers
have required me to do
…reflective teaching.
1 = strongly DISagree
9 = strongly agree
Employers and Schools
Schools should provide support to teachers
to encourage reflective teaching (e.g., paid
release time, workshops, etc….)
I have received support from my school(s) to
practice reflective teaching….
1 = strongly DISagree
9 = strongly agree
Requirements for and
Support of Reflective Teaching
Means (SDs)
on a 9-point
Likert Scale)
Employers
Require
Schools
Support
Should
n = 1,134
Have
n = 1,134
5.81
(2.64)
7.92
(1.68)
4.59
(2.91)
4.46
(2.84)
Requirements for and Support of
Reflective Teaching
8
7
Should
6
Have
5
4
3
2
1
0
Employers
Require
Schools
Support
Issues of Diversity: Initial Findings
Teachers use diverse options for recording
data to practice reflective teaching.
For all 18 procedures, the average “appeal”
ratings were higher than the average
“experience” ratings.
The highest rated (for both experience and
appeal) was language learning.
The lowest rated (for both experience and
appeal) was audio-recording lessons.
Issues of Diversity: Initial Findings
Only to a moderate extent do these
teachers believe employers should require
reflective teaching.
These teachers feel strongly that schools
should support reflective teaching.
Only about half report having had support
for reflective teaching.
Issues of Diversity: Future Analyses
Are there differences in response patterns
(means and standard deviations) when the
data are grouped by categories?
Teachers’ level of education
Teachers’ experience
Teachers’ professional role(s)
Teachers’ employment status
Issues of Diversity: Future Analyses
Native vs. non-native teachers of the target
language
Teachers’ country of employment
Ages of typical students
Problems with the Survey
Answer format requirements (“3” vs. “three”
vs. “3 hours” vs. “3 hrs.”) discouraged some
respondents, who then stopped
The “digital divide” (teachers without Internet
access can’t respond)
Opportunistic sampling via our networks
Problems with the Survey
Some respondents not 100% sure about the
constructs (e.g., mentoring vs. coaching)
Time needed to complete the survey (e.g.,
the open-ended comments)
Reference Lists Available
For reference lists about professional
development options (including team
teaching, coaching, keeping journals,
teachers’ portfolios, etc.), please visit
www.kathleenmbailey.com
Go to “Resources” for downloadable Word
files you can use and distribute to your
colleagues and to teachers-in-training.
Survey Website
http://www.surveymonkey.com
/s.asp?u=91921959937
Thank you! And welcome to
Survey Website
http://www.surveymonkey.com
/s.asp?u=91921959937