Restricted accessResearch articleFirst published online 2016-11
Candidates Use a New Teacher Development Process,Transformative Reflection,to Identify and Address Teaching and Learning Problems in Their Work With Children
This article has two aims: (a) to offer a new model for a teacher preparation course that features reflection and teaching as integral, inseparable actions and (b) to provide empirical evidence from an exploratory ethnography to demonstrate teacher development possibilities with this model. The model, termed Transformative Reflection, was founded on principles from cultural-historical activity theory (CHAT) and empirical work on reflection. This study examines two CHAT-based mediation practices that became a focus of 12 childhood education masters students inquiry during reflection sessions: (a) posture as a tool for working with students and (b) open questions as a tool to re/orient learners. Based on analysis of observations, interviews, journals, and video, we found candidates took action individually and collectively to interrogate and, in many cases, change how they planned learning activities, how they re/oriented learners to the learning object, and how they viewed students as agents.
AryaP.ChristT.ChiuM. (2014). Facilitation of teacher behaviors: An analysis of literacy teachers video-case discussions. Journal of Teacher Education, 65(2), 111-127.
3.
BahktinM. M. (1981). Discourse in the novel. In HolquistM. (Ed.), The dialogic imagination: Four essays by M. M. Bakhtin (pp. 259-422). Austin: University of Texas Press.
4.
BloombergG.SherinM.RenklA.GloggerI.SeidelI. (2014). Understanding video as a tool for teacher education: Investigating instructional strategies to promote reflection. Instructional Science, 42(3), 443-463.
CaudleL.MoranM. J. (2012). Changes in understandings of three teachers’ beliefs and practices across time: Moving from teacher preparation to in-service teaching. Journal of Early Childhood Education, 33(1), 38-53.
7.
CaughlanS.JuzwickM.Borsheim-BlackC.KellyS.FineJ. (2013). English teacher candidates developing dialogically organized instructional practices. Research in the Teaching of English, 47(3), 212-246.
8.
ChatmanL.NielsenK.StraussE.TannerK. (2008). Girls in science: A framework for action. Arlington, TX: National Science Teachers Association.
DavydovV. V. (1998). Problems of developmental teaching. Soviet Education, 30 (Pt. 1: 30(8), 15-97; Pt. 2: 30(9), 3-83; Pt. 3: 30(10), 3-77).
12.
DeweyJ. (1997). How we think. Mineola, NY: Dover. (Original work published 1910)
13.
EngestromY. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.
14.
EricksonF. (2007). Ways of seeing video: Toward a phenomenology of viewing minimally edited footage. In GoldmanR.PeaR.BarronB.DerryS. (Eds.), Video research in the learning sciences (pp. 145-155). New York, NY: Routledge.
15.
FellnerG. (2014). Toward a broader dialectic: Joining Marxism with Mailer to forge a multilectics that advances teaching and learning. International Journal of Qualitative Studies in Education, 27(10), 1262-1284.
16.
FreireP. (1993). Pedagogy of the oppressed. New York, NY: Continuum. (Original work published 1970)
17.
GadeS. (2015). Teacher research as self-study and collaborative activity. LEARNing Landscapes, 8(2), 173-187.
18.
GallasK. (1995). Talking their way into science. New York, NY: Teachers College Press.
19.
GrossmanP.McDonaldM. (2008). Back to the future: Directions for research in teaching and teacher education. American Education Research Journal, 45(1), 184-205.
20.
HarfordJ.MacRuaircG. (2008). Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education, 24, 1884-1892.
21.
HattonN.SmithD. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49.
22.
JeffersonG. (2004). Conversation Analysis: Studies from the first generation. Amsterdam, The Netherlands: John Benjamins.
23.
JellyS. (2001). To teach the children to ask questions—And to answer them. In HarlenW. (Ed.), Primary science: Taking the plunge (pp. 64-76), Portsmouth, UK: Heinemann.
24.
KarpovY. (2005). The neo-Vygotskian approach to child development. New York, NY: Cambridge University Press.
25.
KarpovY. (2014). Vygotsky for educators. New York, NY: Cambridge University Press.
26.
KirchS. A.ChiangR.NaidooK.StetsenkoA.MilneC. (2010, April). The scientific thinker project: A design-based research study of teaching and learning concepts of evidence and nature of scientific evidence in primary school. American Educational Researchers Association Annual Meeting, Denver, CO.
27.
KorthagenF. (2011). Making teacher education relevant for practice: The pedagogy of realistic teacher education. Orbis Scholae, 5(2), 31-50.
28.
KorthagenF.KresselsJ. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4-17.
29.
KozulinA. (2004). Vygotsky’s theory in the classroom: Introduction. European Journal of Psychology of Education, 19(1), 3-7.
30.
Leont’evA. N. (1978). Activity, consciousness, personality. Englewood, NJ: Prentice Hall.
31.
LoughranJ. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53, 33-43.
32.
McCurryD. (2000, February). Technology for critical pedagogy: Beyond self-reflection with video. Paper presented at the Society for Information Technology & Teacher Education International Conference, San Diego, CA.
33.
McIntoshP. (2010). Action research and reflective practice. London, England: Routledge.
34.
MerriamS. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Boss.
35.
National Center for Education Research. (2008). Percentage distribution of school teachers by age category, average and median age of teachers, and percentage distribution of teachers, by sex, school type, and selected school characteristics: 2007–08. Retrieved from http://nces.ed.gov/pubs2009/2009324/tables/sass0708_2009324_t12n_03.asp
36.
OnerD.AdadanE. (2011). Use of web-based portfolios as tools for reflection in preservice teacher education. Journal of Teacher Education, 62(5), 477-492.
37.
QuinnF. M. (2000) Reflection and reflective practice. In DaviesC.FinlayL.BullmanA. (Eds.), Changing practice in health and social care. London, England: SAGE. (Original work published 1988)
38.
RoweM. B. (1974). Relation of wait time and rewards to the development of language, logic, and fate control. Journal of Research in Science Teaching, 11(4), 291-308.
39.
SantagataR.GuarinoJ. (2011). Using video to teach future teachers to learn from teaching. Mathematics Education, 43, 133-145.
40.
SchönD. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
41.
ShanahanL.TochelliA. (2014). Examining the use of video study groups for developing literacy pedagogical content knowledge of critical elements of strategy instruction with elementary teachers. Literacy Research and Instruction, 53, 1-24.
42.
SherinM. G. (2000). Viewing teaching on videotape. Educational Leadership, 57(8), 36-38.
43.
ShieldsC. (2007). Bakhtin primer. New York, NY: Peter Lang.
44.
SiryC. A. (2011). Emphasizing collaborative practices in learning to teach: Coteaching and cogenerative dialogue in a field-based methods course. Teaching Education, 22(1), 91-101.
45.
SmythJ. (1989). Developing and sustaining critical reflection in teacher education. Journal of Teacher Education, 40(2), 2-9.
46.
StetsenkoA. (2005). Activity as object-related: Resolving the dichotomy of individual and collective planes of activity. Mind, Culture, and Activity, 12(1), 70-88.
47.
StetsenkoA. (2010). Teaching-learning and development as activist projects of historical becoming: Expanding Vygotsky’s approach to pedagogy. Pedagogies: An International Journal, 5(1), 6-16.
48.
TharpR. G.GallimoreR. (1988). Rousing minds to life: Teaching, learning and schooling in social context. New York, NY: Cambridge University Press.
49.
TurnerJ.WarzonK.ChristensenA. (2011). Motivation mathematics learning: Changes in teachers’ practice and beliefs during a nine-month collaboration. American Educational Research Journal, 48(3), 718-762.
50.
ValliL. (1992). Reflective teacher education. New York: State University of New York Press.
51.
VygotskyL. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
52.
WalshK.JacobsS. (2007). Alternative certification isn’t alternative. Washington, DC: Thomas B. Fordham Institute and National Council on Teacher Quality.
53.
WardJ. R.McCotterS. S. (2004). Reflection as a visible outcome for preservice teachers. Teaching and Teacher Education, 20, 243-257.
YungB. H. W.WongS. L.ChengM. W.HuiC. S.HodsonD. (2007). Tracking pre-service teachers’ changing conceptions of good science teaching: The role of progressive reflection with the same video. Research in Science Education, 37, 239-259.
56.
Zapata-CardonaL. (2014, July). A teacher development program in statistics within a community of practice. Sustainability in statistics education. Proceedings of the ninth International Conference of Teaching Statistics, Flagstaff, AZ.
57.
ZeichnerK. (2010). Rethinking connections between campus courses and field experiences in college and university-based teacher education. Journal of Teacher Education, 61(1), 89-99.
58.
ZeichnerK.ListonD. (Eds.). (1996). Reflective teaching: An introduction. Mahwah, NJ: Lawrence Erlbaum.
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
