a reflective teacher model for in-service teacher trainees - ubc...

TESOL France

Hala Hadba

Qatar University

A Reflective Teacher Model for In-service Teacher Trainees

Outline

Reflective Teacher Model- TESOL France 2015 2

Context of the study-Qatar Educational Status

Teacher Training Programs

Literature Review

Reflective Teaching –What, Why and Who?

The Purpose of Reflective Teaching

The Importance of Reflective Teaching

Reflective Models- Mechanism and Examples

Steps for Building The Reflective Teaching Model

RTM- Description

Reflective Teacher’s Traits and Skills

Applications

References

Appendix

Context of the Study- Qatar Educational Change


Future Proofing

Qatar is significantly providing opportunities for education innovation, supporting projects from grassroots basic literacy through to high-end university research.

(Qatar 6bn in 2012=18.6% of total government spending- World average is 14.2%)

recycling gas and oil into knowledge:

- building universities,

- reforming the school system (changing curricula and establishing teacher training programs),

- improving vocational training and

- setting up an international forum (World Innovation Summit for Education)

ensuring that more educated citizens will be able to contribute to the nation's economic and social welfare as well as political stability.

Teacher Training Programs-Literature


Wallace (1991), states that teacher education courses should

include two kinds of knowledge development:

1. Received knowledge: the prior background knowledge

that will prepare novice teachers for their knowledge on

the teaching process

2. Experienced knowledge: this comes after the trainee

has developed more in-action training by practicing

teaching


(Candlin & Widdowson, 2000):

call for a more professional approach in teaching language

where the profession becomes an enterprise.

Teachers in this sense will be expected to go through continual

experimentation and evaluation to be more effective in their

pedagogy and be trained to provide for their own continuing

education.

Teacher Training Programs-Literature (cont.)

Reflective Teaching-What?


Vaughan (1990) : reflective practice entails an inquiry approach to teaching that involves a personal commitment on the part of teachers to continuously learn and improve.

Taggart (2005): the process of “making informed and

logical decisions on educational matters, and assessing the consequences of those decisions”.

Reflective Teaching- Why?


Teachers have recently become an integral part of the

teaching and learning process. They have become participants

in curriculum, program developers, decision makers and

researchers of their own classroom (Richards, 2000).

The dependence on theory and neglect of practical

application in the classroom can lead novice teachers to

feel insecure about their own teaching practices (Ali, 2007).

Reflective Teaching-Who?


Dewey (1933) identified three characteristics of a reflective teacher:

Open-mindedness: willingness to listen to more than one point of view on an issue and having a tendency to ask questions

Responsibility: searching for the truth in every situation a person encounters in addition to gathering information related to the specific situation

Wholeheartedness: willingness to overcome personal limitations and fears that may hinder a teacher from being involved wholeheartedly in bringing about change

The Purpose of Reflective Teacher Training


Ellicit trainees’ responses on their knowledge and beliefs on

reflective teaching,

Promote discussion and consider applications of teaching

methodologies

Encourage teacher trainees to build and continue as reflective

teachers who can look critically at their own work in

consideration of the educational environment they are in

Importance of Reflective Teacher Training


Prospective and practicing teachers explore multiple opportunities and various formats in training sessions(Bean &

Stevens, 2002)

Help free teacher trainees from committing to routine and impulse behavior (Farrel, 1998)

Allow teachers to act in a deliberate and intentional manner after analyzing their own situations and students’ needs

Distinguish teacher as proactive, intellectual contributors in the teaching process

Become more involved in their own environment and feel the need to start constructing their own theories from their own practice

Mechanism of Reflective Teacher Training


Schon (1983): Building skills

Pajares (1992): Refuting existing beliefs

Wallace (1994): Being “pro-active rather than reactive”

Freeman and Richards (1996): Functioning bilingually

Candling and Widdowson (2000): Enterprise (continual

experimentation and evaluation)

Richards (2000): Awareness of teachers’ learning style

Freeman (2002): Connecting new and experienced teachers across a

career span

Examples of Reflective Teaching Mechanism

1. Mannen, 1977


Technical Mode-methodological issues and theoretical development

Contextual Mode-integration between theory and practice

Critical Reflectivity-critical reflectivity to deal

with ethical, political and moral issues

2. Schon’s Reflection Process


Schon (1983, 1987):

Reflection-in-action thinking consciously about classroom actions and making the necessary modifications while teaching

Reflection-on-action reflecting on the problem after it occurs

Professionals should be trained to

1. Frame and reframe the problems they face

2. Test out various ways of interpreting them

3. Modify their actions accordingly

3. Larrivees’ Reflective Model (1999)


Three practices are essential:

making time for solitary reflection,

becoming a perpetual problem- solver and

questioning the status quo

The first creates an opening for the possibility of reflection

while the others allow for a way of developing teaching practice

that accepts uncertainty, recognizes contextual bounds and

considers multiple plausible causal explanations for events and

circumstances.

Larrviee’s Reflective Model (1999)


pre-reflection stage: teacher’s

attempt to implement the

mechanical teaching tasks automatically

surface reflection stage: teachers are mainly

concerned with methods of teaching

to attain pre-determined goals

pedagogical reflection: teachers apply the knowledge and beliefs they have attained in their field

to reach quality practice

critical reflection: teachers’ ability to

reflect on moral and ethical implications and consequences of

their classroom practice on students

Steps for Building the Reflective Teaching Model (RTM)


The model is based on the following definition

A reflective teacher is one “who assesses the origins,

purposes, and consequences of his or her work at all three

levels” (Zeichner and Liston’s (1987; 25)

RTM- Description of Model


The improvised Reflective Teacher Model tries to incorporate more steps to come up

with emphasis on cooperative work between peers and allow more time for teacher

trainees to reflect and modify.

The RTM is:

Comprised of six basic steps: to gradually develop a critical reflective

model for trainees when looking at their own teaching methods

Based on trainees’ needs

Open for negotiation before application: to ensure that trainees have a

chance to reflect

RTM


1. Theoretical Background (Model)

F: Literature Review of the Different Techniques

Ts: Observe, Brainstorm, Ask Questions, and Discuss Concepts

2.Demonstra-tion (T: What does the trainer intend?)

F: Demonstrates

Ts: Observe , Ask Questions and Take Notes

•Dewey: (Process

of

intellectualization)

3. Reflection and Preparation (T: What would I do?)

F: Follows up with Ts and Suggests Ways for Improvement

Ts: Reflect and Prepare Individually

4. Application (Mapping= T: what will I do?)

T: Demonstrates

F and Ts: Observe

5.(Collaborative Feedback) (T: what did I intend?)

F: Encourages Peers to Give Feedback

Trainee, Facilitator and Peers Engage in Discussion with a Focus on the Individual Trainee

•Wallace: (Transfer

of knowledge)

6. Re-demonstration of Technique (Reflection and adjustment)

(Contesting and appraising= reflection on process and feed-forward on product)

F and Peers: Observe and Take Notes

T: Reflects and Amends

•Woolger: (Generating

alternatives)


Critical Reflective Teacher’s Traits and Skills

Personal Traits:

Form explicit beliefs and practical knowledge

Accept responsibility

Efficiently involved

Self-reflection

Professional Skills:

Commitment

Reflecting on Ss’ work

Develop a more informed practice

Find new and improved ways of teaching

Applications (reminder)


Farrell (1998) states that reflective teaching

helps free teachers from committing to routine and impulse

behavior,

allows teachers to act in a deliberate and intentional manner

after analyzing their own situations and students’ needs,

distinguishes teacher as proactive, intellectual contributors in

the teaching process, and

enables teachers to become more involved in their own

environment and feel the need to start constructing their

own theories from their own practice.

References


Ali, S. (2000). Reflective teacher observation model for in-service teacher trainees. English

language forum. UAE

Bean, T. & Patel, S., L. (2002). Scaffolding reflection for pre-service and in-service

teachers. Reflective practice, 3(20), 205-218.

Dewey, J. (1933). How we think. Prometheus Books. Buffalo, NY.

Farrell, T.S. (1998). Reflective teaching: the principles and practices. TESOL Quarterly, Vol. 36

Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach.

perspective from north American educational research on teacher education in English

language teaching. Language Teaching. 35, 1-13.

Larivee, B. (2008). Development of a tool to assess teachers’ level of reflective practice.

Reflective practice. Vol. 9, No. 3, August 2008, 341-360.

Little, D. (1999). Learner autonomy: drawing together the threads of self-assessment, goal

Setting and reflection.

Little, D. (1999). Developing learner autonomy in the foreign language classroom: a social-

interactive view of learning and three fundamental pedagogical principles, Revista

Canaria de Estudios Ingleses 38, 77-88.

Richards, J. C. (2000). Beyond training. CUP. UK.

Taggart, G. L. (2005). Becoming a reflective teacher in Promoting reflective thinking in teachers by Wilson, A. & Taggart, G.L. Grand Eagle. USA.

Schön D (1983) The reflective practitioner. Basic Books: New York

Van Mannen, m. (1991). The tact of teaching: the meaning of pedagogical thoughtfulness

(Albany, NY, State University of NY).

Vaughan, J.C. (1990). What is reflective practice and where did it come from. In York-Barr, Summers et al., Reflective practice to improve schools. Corwin press: USA.

Zeichner, K.M. & Liston, D. P. (1987). Teaching student teachers to reflect. Harvard Educational Review. 56 (1), 23-48.

Appendix A

Reflective Teacher Questions


1. Have I established a positive classroom climate?

2. Do my students feel that they are part of the classroom

community?

3. Are my students given frequent, timely, positive and

encouraging feedback?

4. Have I ensured opportunities for students' success by giving

assignments that are neither too easy nor too difficult?

5. Have I helped my students find personal meaning and value in

the material?

6. Have I generated student interest and enjoyment of the subject

matter?

Appendix A (contd.)


Have I been well organized and prepared?

Are my students actively engaged in classroom learning,

which may involve group discussion or other "hands-on"

activities?

Have I tried to use various instructional techniques?

Do my students perceive me as being approachable and

friendly? Do I appear interested in the students and their

learning?

http://www.inspiringteachers.com/classroom_resources/tips/curriculum_and_instruction/reflective_questions.html

http://www.inspiringteachers.com/classroom_resources/tips/curriculum_and_instruction/reflective_questions.html

Principles of Good teaching


Below are examples of both short-answer questions and

statements for rating (agree/ disagree) based on the principles of

good teaching. You can use these as they stand or to help you

construct suitable questions of your own. Adapted from: Oxford

Learning Institute, University of Oxford

https://www.learning.ox.ac.uk/media/global/wwwadminoxacu

k/localsites/oxfordlearninginstitute/documents/supportresource

s/lecturersteachingstaff/resources/resources/PrinciplesGoodTea

ching.pdf

https://www.learning.ox.ac.uk/media/global/wwwadminoxacuk/localsites/oxfordlearninginstitute/documents/supportresources/lecturersteachingstaff/resources/resources/PrinciplesGoodTeaching.pdf





Principle of good teaching Example(s) of short answer questions Example(s) of statements for rating

Establish clear goals,

or learning outcomes.

What did the tutor do to ensure

you understood the course goals? List up to 3

examples.

The tutor reminded me of the

intended learning outcomes.

Use interesting

problems that enthuse

students.

What were the two most vivid

problems posed during this course that really

stimulated your interest?

The problems posed during this

course stimulated my interest.

Ensure students

engage actively with the

course materials and

content.

What specific tasks did the tutor

set for you that involved working with core

concepts in the subject? Give at least two

examples: Which of the course materials did you

find most challenging to work with, and why?

The course activities helped me learn.

The course materials were engaging.

The course materials were helpful when

preparing essays each week.

Encourage teamwork

and dialogue amongst

students.

In what ways did the tutor

encourage you to work with your fellow

students?

Working with fellow students is rarely difficult.

Classes undertaken with other students

help my learning.

Set up structures (or scaffolding) to support student learning, especially initially.

In what ways did you experience

support for your learning, especially initially?

I understood what was expected of me after the first tutorial.

The course progressed in a logical way.

Ensure students

receive effective and prompt

feedback.

In what ways did you receive

feedback on your progress? What did you find

particularly effective? What was least helpful?

My tutor always gave me helpful

feedback.

Feedback on my work was always timely.

Demonstrate concern

and respect for

students.

What are the 3 best things

about how your tutor helped you in this course?

My tutor is always considerate.

Provide opportunities

for students to offer

feedback to you.

Focused on their learning: e.g. use the one-minute paper (see

above).

Focused on your teaching: administer a short questionnaire.

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