Reflectivity in Pre-Service Teacher Education: A Survey of Theory and Practice

Danuta Gabryś-Barker

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ISBN/ISSN:

978-83-8012-556-8

DOI:

Wydawnictwo:

Uniwersytet Śląski

Rok wydania:

2012

Liczba stron:

314

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

Gabryś-Barker, Danuta. Reflectivity in Pre-Service Teacher Education: A Survey of Theory and Practice. Red. . Katowice: Uniwersytet Śląski, 2012, 314 s. ISBN 978-83-8012-556-8

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A1 Gabryś-Barker, D.

T1 Reflectivity in Pre-Service Teacher Education: A Survey of Theory and Practice

PB Uniwersytet Śląski

PP Katowice

YR 2012

SN 978-83-8012-556-8

Bibliografia BibTex:

@Book{ 142069, author = "Gabryś-Barker, Danuta", editor = "", title = "Reflectivity in Pre-Service Teacher Education: A Survey of Theory and Practice", publisher = "Uniwersytet Śląski", year = "2012", address = "Katowice", isbn = "978-83-8012-556-8" }

Bibliografia endNote:

TY - BOOK

AU - Gabryś-Barker, Danuta

ED -

TI - Reflectivity in Pre-Service Teacher Education: A Survey of Theory and Practice

PB - Uniwersytet Śląski

CY - Katowice

PY - 2012

SN - 978-83-8012-556-8

ER -

Netografia (standard APA):

Gabryś-Barker, Danuta. Reflectivity in Pre-Service Teacher Education: A Survey of Theory and Practice [baza danych online] Katowice: Uniwersytet Śląski, 2012 [dostęp: 03 07 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/reflectivity-in-pre-service-teacher-education-a-survey-of-theory-and-danuta-gabrys-barker-142069.

kształcenie nauczycieli, refleksyjność, nauczyciel nowicjusz, pamiętnik nauczyciela, wydarzenia krytyczne, teacher training, pre-service, reflectivity, teacher diary, critical incidents

Książka Danuty Gabryś-Barker to monografia poświęcona miejscu refleksyjności oraz – mającego w niej swe źródło – refleksyjnego sposobu nauczania w praktyce przyszłych i obecnych nauczycieli języka obcego. Praca stanowi zarówno ważną po...

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ISBN/ISSN:

978-83-8012-556-8

DOI:

Wydawnictwo:

Uniwersytet Śląski

Rok wydania:

2012

Liczba stron:

314

XML:ISBN/ISSN:

ONIX MARC21

Chapter1
Chapter2
Chapter3
Chapter4
Chapter5
List of ContentsAcknowledgements /9
Preface /11
1.1 Introduction /15
Teachers as a professional group /15
1.2 Stages in teacher professional and career development /16
1.3 Motivation to teach /19
1.3.1 Defining motivation to teach and its components /19
1.3.2 A sample study of pre-service teachers’ motivations /25
1.4 Individual differences and systems of beliefs /30
1.4.1 Teachers’ beliefs about teaching /30
1.4.2 Self-concept and teacher identity /32
Defining the concepts /32
The process of professional identity development /36
1.4.3 Pre-service teachers’ sense of the teaching profession /41
Metaphors of teaching in teachers’ narratives /41
A sample study of pre-service teachers’ metaphoric categorisation of teaching /42
Pre-service vs in-service teachers’ professional identities /48
1.5 Pre-service teachers’ initial development /51
1.5.1 Challenges faced and thematic concerns expressed /51
1.5.2 A sample study of pre-service teachers’ challenges and areas of concerns /53
The study group /53
The thematic areas of concerns /53
The pre-service teachers’ comments on project theme choices /57
1.6 Pre-service teachers in the period of school placement /58
1.6.1 Teaching practice: its functions and learning dimensions /58
1.6.2 A sample study of trainees’ evaluation of school-based experiences /64
1.7 Summary: The profile of a pre-service teacher /68
2.1 Introduction /71
Reflectivity in teacher development /71
2.2 Reflection and reflectivity /74
2.2.1 Defining reflectivity (an overview of different perspectives) /74
2.2.2 Different levels of reflection /75
2.2.3 Teachers in action: levels of reflection /78
2.2.4 Reflection in teaching /79
2.2.5 Domains in teachers’ reflectivity (empirical data) /80
2.3 Teaching as a knowledge-constructing process /84
2.3.1 Knowledge construction as a process /84
2.3.2 Expert vs novice knowledge /86
2.3.3 Critical thinking and problem solving as attributes of knowledge construction /87
2.3.4 Experiential learning as learning about teaching /90
2.4 Reflective practice in learning to teach /93
2.4.1 Defining reflective practice and its characteristics /93
2.4.2 Diagnosing pre-service teachers’ reflectivity (empirical data) /98
2.5 Pre-service teachers’ training in reflective teaching /99
2.5.1 Areas and focus of reflection development /99
2.5.2 Classroom research as a form of reflectivity development /102
Action research as reflection on FL teaching and learning /102
The stages of AR projects /105
Difficulties in carrying out AR projects at the pre-service level /108
2.6 Summary: Creating a new reflective practitioner /109
3.1 Introduction /112
From critical incidents to critical events in classroom practice /112
3.2 The nature of attention and consciousness /114
3.3 Teacher presence and classroom awareness /117
3.4 Critical incidents (CIs) /119
3.4.1 Defining a critical incident /119
3.4.2 I dentifying, describing and analysing critical incidents /126
3.4.3 Studies of critical incidents in teaching /131
An experienced vs a novice teacher (a case study on CIs) /131
The impact of critical incidents /132
Affect-triggering occurences as critical incidents /134
“Seeking satisfaction” /135
“Bumpy moments” in teaching /137
3.5 The cognitive focus of CI analysis: thinking skills /139
3.6 The affective focus of CI analysis: appraisal systems in teaching /140
3.6.1 The nature of appraisal values /140
3.6.2 Tools of appraisal measurement /143
3.6.3 A sample study of appraisal systems in teaching /144
3.7 Summary: From a critical incident to a critical event /148
4.1 Introduction /151
Diary studies in developing teachers’ reflectivity /151
4.2 Teacher narratives as a way of constructing professional knowledge /152
4.3 Teacher diaries (journals) as tools of professional development /158
4.3.1 F unctionalities of diaries /158
4.3.2 Characteristics of diaries /160
4.3.3 How to write a diary /162
General guidelines /162
Structuring and analysing a diary entry (an example) /164
Pre-service teachers’ diary writing /166
4.4 Sample studies /167
4.4.1 The thematic concerns of diaries: an overview of focus areas /167
4.4.2 Stages in teacher development /168
4.4.3 Journal writing as a way of developing reflective thinking /171
4.4.4 The major diary concerns of pre-service teachers /172
4.4.5 Emotional and cognitive dissonance in L2 teachers’ development /174
4.4.6 Affectivity in language learning experiences /178
4.4.7 Diary as a self-assessment tool /179
4.4.8 Teacher learning – student learning /181
4.4.9 Pre-service teachers’ perceptions of diary writing /183
4.5 Summary: Teacher stories in diaries /186
5.1 Introduction /190
A study of pre-service teachers’ development through diary use /190
5.2 Project design /193
5.2.1 Research focus /193
5.2.2 Pre-service teachers as a study sample and the teaching context /195
5.2.3 Data collection tools /197
The one-year teacher diary /197
Narrative text /199
5.2.4 Procedures /200
5.3 Data presentation and analysis /201
5.3.1 Narrative texts on perceptions of oneself as a pre-service teacher /201
5.3.2 I dentification of CIs and their topic focus /204
Topic concerns of pre-service teachers /204
My beginnings /208
In the middle /210
Towards the end /211
Shifts in concerns: a comparison /212
5.3.3 Analysing critical incidents /214
Ways of reflecting /214
My beginnings /215
Examples of the trainees’ diary entries and their own analysis /215
In the middle /219
Towards the end /223
A comment on trainees’ ways of reflecting across the three stages /226
5.3.4 Self-evaluation: successes and failures /228
My beginnings /228
In the middle /232
Towards the end /236
Success vs failure rate at different stages: a comparison /239
5.3.5 My year at school – trainees’ final evaluation of themselves /240
Conceptualising teaching /240
Self-evaluation: strong and weak points /241
A way forward /244
5.4 Summary: Becoming reflective as an evolving process /245
Epilogue: On improving teacher training paradigms /250
Appendix: Unedited sample diary entries /263
References /271
Index of names /293
Subject index /301
Streszczenie /307
Zusammenfassung /308

1.3

Motivationtoteach

1.Wantachallenging/stable/rewardingcareer(45percent).

2.Enjoythesubject/wanttopassonloveofthesubject(16percent).

3.Loveofchildren/wanttoworkwithchildren/wanttoinspireyoungpeople

(12percent).

4.Alwayswantedtoteach(6percent).

5.Changeincareer(4percent).

Whatprovestobeveryinterestingisthatthereasonsforchoosingthe

professionofteacheraredińerentfortraineesondińerentcourses.Psychological

preferencessuchastheneedtolistenandcommunicate,createenthusiasm

andexcitementaregiveninthecaseofhumanitiestrainees(amongthemFL

instruction)whichrequireso-calledfacilitativeteaching.Atthesametime,

thetransmissionmodelofteachingisrepresentedinthemotivesforchoosing

teachingsciences,whereknowledge,clarityandcohesionareseenasprevailing

features(Jarvis&Woodrow,2005).

Tabor(2008)looksatmotivationtobecomeateachermoreholistically.She

arguesthatitisthebiographyofanindividualwhichisdetermining.Ithastobe

seenasnotjustacollectionofindividuallifeepisodesbutasawhole,constituting

alargerprocessofbecoming,inwhicheverypresentstageisdeeplyrootedinpast

experienceandinﬂuencedbytheanticipationofeventstocomeinthefuture.

Troughthequalitativeanalysisofaselectedgroupofteachersandtheirlife

stories,Tabor(2008)establishesdińerentmodelsforteacherbiographiesand

theirimpactonthecreationandevolutionoftheirbeliefsaboutteachingandhow

theyadapttospeciﬁcmodelsofteaching.Hermajorinterestliesindescribing

theroleofinteractivepatternswithinafamily,thepeercontextandprofessional

environmentatthestageofadulthoodandstabilisationinteachers)lives.Shealso

pointsoutwhatarethecriticaleventsexperiencedinlifeandtheroleofsigniﬁcant

personsasvariablesinbecomingaspeciﬁctypeofteacher.Inherqualitative

analysisofmotivesfortakingupateachingjob,Taborpointstotheinitial

inﬂuencesofone)sfamilyattheearlieststagesoflife,identiﬁcationwithone)s

ownteacher(s)andearlyteachingexperiences.Onthebasisofherdata,Tabor

concludesthatalthoughmotiveswereverydiverse,somecouldbeunderstood

asmoreconducivetosuccessinateachingcareerthanothers.However,as

theselectedteacher)sbiographiesshow,thisisnotalwaysthecase.Fortheprocess

ofbecomingateacherisalsoaprocessofundergoingchangesofmotivation-in

typeandintensity,andofenregisteringtheinstabilityofone)sbeliefs.

1.3.2

Asamplestudyofpre-serviceteachers’motivations

Astudycarriedoutbyme(Gabryś-Barker,2010)onagroupof15pre-service

teachersofEFLdemonstratestrainees)reﬂectionsontheirattitudesand

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