developing the quality of reflection by post-graduate student teachers, of physical education in...
TRANSCRIPT
![Page 1: Developing the quality of reflection by post-graduate student teachers, of physical education in initial teacher education, through supporting reflective](https://reader035.vdocuments.us/reader035/viewer/2022072012/56649e435503460f94b35c75/html5/thumbnails/1.jpg)
Developing the quality of reflection by post-graduate
student teachers, of physical
education in initial teacher education, through
supporting reflective practice.
![Page 2: Developing the quality of reflection by post-graduate student teachers, of physical education in initial teacher education, through supporting reflective](https://reader035.vdocuments.us/reader035/viewer/2022072012/56649e435503460f94b35c75/html5/thumbnails/2.jpg)
As Coultas (2008) states: “An effective teacher is a learner”
How do individuals become ‘agents of change’: an independent thinker who can learn from experience and make a difference?
![Page 3: Developing the quality of reflection by post-graduate student teachers, of physical education in initial teacher education, through supporting reflective](https://reader035.vdocuments.us/reader035/viewer/2022072012/56649e435503460f94b35c75/html5/thumbnails/3.jpg)
Question: do student teachers have to learn to learn differently ? (most difficult for young PGCE students)
Consideration – Bloom’s (1955) taxonomy of learning – moving from knowledge and comprehension towards evaluation and synthesis
![Page 4: Developing the quality of reflection by post-graduate student teachers, of physical education in initial teacher education, through supporting reflective](https://reader035.vdocuments.us/reader035/viewer/2022072012/56649e435503460f94b35c75/html5/thumbnails/4.jpg)
Dewey (1933) stages of learning were used as a starting point to explore reflection.
Dewey’s five stage model (suggestion, problem, hypothesis, testing and reflection) eventually became an analytic tool to interpret the data.
Why Dewey ? (and not Kolb (1985), Moon (2004, 2008), Bloom (1955)).
Dewey
![Page 5: Developing the quality of reflection by post-graduate student teachers, of physical education in initial teacher education, through supporting reflective](https://reader035.vdocuments.us/reader035/viewer/2022072012/56649e435503460f94b35c75/html5/thumbnails/5.jpg)
In order to improve the quality of student learning I needed to be more aware of how novice teachers reflect.
I introduced a reflective learning strategy to the PGCE year, used the learning activities to collect data, evaluated the data and altered the activities to the following cohort
So I undertook an action learning project to increase
my awareness of student learning
Aim of the study
![Page 6: Developing the quality of reflection by post-graduate student teachers, of physical education in initial teacher education, through supporting reflective](https://reader035.vdocuments.us/reader035/viewer/2022072012/56649e435503460f94b35c75/html5/thumbnails/6.jpg)
I undertook an action research project Involving a prior study (intervention one and
evaluation one) followed by a main study (intervention two and evaluation two)
It should be noted: The participants of the prior study were different
from those of the main study It was not possible to give feedback to the
research population but results were used to influence the next cohort of PGCE students.
In order to improve my action learning:
![Page 7: Developing the quality of reflection by post-graduate student teachers, of physical education in initial teacher education, through supporting reflective](https://reader035.vdocuments.us/reader035/viewer/2022072012/56649e435503460f94b35c75/html5/thumbnails/7.jpg)
13 participants PGCE PE students studying within one ITE
provider All students were 22 – 23 years of age All students had progressed straight from an
undergraduate degree
Research population
![Page 8: Developing the quality of reflection by post-graduate student teachers, of physical education in initial teacher education, through supporting reflective](https://reader035.vdocuments.us/reader035/viewer/2022072012/56649e435503460f94b35c75/html5/thumbnails/8.jpg)
To what extent (a consideration of levels) do student teachers demonstrate reflection through Dewey’s stages of learning?
How reflective learning activities impact (progression through the levels) on student teachers’ ability to reflect?
To what extent do students use narrative to reflect?
The three research questions were:
![Page 9: Developing the quality of reflection by post-graduate student teachers, of physical education in initial teacher education, through supporting reflective](https://reader035.vdocuments.us/reader035/viewer/2022072012/56649e435503460f94b35c75/html5/thumbnails/9.jpg)
The interpretative approach generated qualitative data on the views and experiences of students during their teacher training.
Dewey’s (1933) framework used as an analytic tool (suggestion, problem, hypothesis, reasoning, testing)
The data arose from the different reflective learning activities and subsequent interviews.
action research project
![Page 10: Developing the quality of reflection by post-graduate student teachers, of physical education in initial teacher education, through supporting reflective](https://reader035.vdocuments.us/reader035/viewer/2022072012/56649e435503460f94b35c75/html5/thumbnails/10.jpg)
1st - Reflective Learning strategy (prior study) (which included: focus groups, ALS, diaries, questionnaires)
Conclusions drawn
2nd - Reflective Learning strategy (which included: discussion groups, ALS, journals, interviews)
Data presented
Intervention
![Page 11: Developing the quality of reflection by post-graduate student teachers, of physical education in initial teacher education, through supporting reflective](https://reader035.vdocuments.us/reader035/viewer/2022072012/56649e435503460f94b35c75/html5/thumbnails/11.jpg)
Identified three levels of reflection Superficial engagement (description,
“mulling over”, unjustified conclusions) Dewey reflection (using the five stages) Enhanced reflection (context, distance,
ownership, power and emotion – factors most relevant to PGCE students highlighted by the prior study)
Findings showed:
![Page 12: Developing the quality of reflection by post-graduate student teachers, of physical education in initial teacher education, through supporting reflective](https://reader035.vdocuments.us/reader035/viewer/2022072012/56649e435503460f94b35c75/html5/thumbnails/12.jpg)
All participants showed signs of superficial engagement comprising description, “mulling over” and unjustified conclusions
five showed Dewey reflection with two demonstrating ‘enhanced’ reflection (involving context distance, ownership, power and emotion)
all participants used a full and coherent narrative to reconsider their experience.
Findings showed:
![Page 13: Developing the quality of reflection by post-graduate student teachers, of physical education in initial teacher education, through supporting reflective](https://reader035.vdocuments.us/reader035/viewer/2022072012/56649e435503460f94b35c75/html5/thumbnails/13.jpg)
Given the ‘tools’ used in this study: ALS were the most effective for producing all
three levels of reflection and a full and coherent narrative
The use of narrative however made the stories personal with little distance or 3-D effect (Moon, 2008).
Reflective Learning strategy
![Page 14: Developing the quality of reflection by post-graduate student teachers, of physical education in initial teacher education, through supporting reflective](https://reader035.vdocuments.us/reader035/viewer/2022072012/56649e435503460f94b35c75/html5/thumbnails/14.jpg)
Three levels of reflection – superficial engagement, “mulling over”, unjustified conclusions
ITE need to consider pedagogical approach that enables reflection / CPD programmes need to be aware of the benefits of enhanced reflection
Narrative is more evident than literature suggests
ALS encourage oral narrative
Conclusions:
![Page 15: Developing the quality of reflection by post-graduate student teachers, of physical education in initial teacher education, through supporting reflective](https://reader035.vdocuments.us/reader035/viewer/2022072012/56649e435503460f94b35c75/html5/thumbnails/15.jpg)
Three levels of reflection Pre-reflective stages (superficial
engagement) are: Description, “mulling over”, unjustified
conclusions. Student teachers highlight: power
relationships in their reflection
Contribution to knowledge
![Page 16: Developing the quality of reflection by post-graduate student teachers, of physical education in initial teacher education, through supporting reflective](https://reader035.vdocuments.us/reader035/viewer/2022072012/56649e435503460f94b35c75/html5/thumbnails/16.jpg)
Use of narrative to promote pre-reflective stages
Importance of the mentor in power role ALSs encourage oral reflection (but may
prevent ‘distance’) due to university based work with a peer group
Contribution to practice
![Page 17: Developing the quality of reflection by post-graduate student teachers, of physical education in initial teacher education, through supporting reflective](https://reader035.vdocuments.us/reader035/viewer/2022072012/56649e435503460f94b35c75/html5/thumbnails/17.jpg)
Apprenticeship model of teacher training will take student teachers away from their peer group, therefore CPD will become even more important
Written reflection (or oral reflection with NQTs or other students in the same school) may be the only way to reflect (but unsuccessful in this project)
Concerns
![Page 18: Developing the quality of reflection by post-graduate student teachers, of physical education in initial teacher education, through supporting reflective](https://reader035.vdocuments.us/reader035/viewer/2022072012/56649e435503460f94b35c75/html5/thumbnails/18.jpg)
Boud, D. (2010) ‘relocating reflection in the context of practice’ in H.Bradbury, N.Frost, S.Kilminster and M.Zukas (Eds) Beyond Reflective Practice, London: Routledge; pp 25 – 36
Clandinin, D. & Connelly, F (1988) in: Cortazzi, M. (1993) Narrative Analysis. Social Research and Educational Studies Series. London: Falmer Press.
Dewey, J. (1933) How we think: A restatement of the relation of reflective Thinking to the Educative process. Lexington Heath and Co.
Dewey, J. (1955) Experience and Education. New York: The Macmillan Co.
Ghaye,A. and Ghaye, K. (1998) Teaching and Learning through Critical Reflective Practice. Oxon: Fulton Pub.
Moon, J. (2005) Learning Journals. London: Routledge / Falmer. Moon, J. (2008) Critical Thinking. An Exploration of Theory and
Practice. Abingdon, New York: Routledge. Moon, J. (2010) Reflection in Learning & professional Development.
London & New York: RoutledgeFalmer.
Key texts: