Beginning Teachers Perceptions of Reflective Practice and Mentoring - Assignment Example

SUPPLEMENTARY FORM Please type in the information required before printing. of Applicant Sundram Anthony Gerard NRIC/ FIN No Passport No. S1575683G Programme Applied For PhD (A) Proposed Area of Research (Please include a research proposal of at least 2,500 words, excluding references.) Title: Beginning Teachers’ Perceptions of Reflective Practice and Mentoring: Implications for Creation of Best Practices and Strategies in Singapore Primary Schools “Not to examine one’s practice is irresponsible; to regard teaching as an experiment and to monitor one’s performance is a responsible professional act” Rudduck, 1984, p 6. (47) Area of Focus The primary feature of the research is to look at the effectiveness of Reflective Teaching and Mentoring for beginning teachers at primary schools in Singapore. It also examines the incorporation of ICT in reflective teaching. The design endeavours to answer the research questions: (1) How is reflective teaching and mentoring helping beginning teachers; (2) What are the factors that facilitate and inhibit the effective use of reflective teaching and mentoring?; (3) How can ICT improve the reflective practice? Background Reflective Teaching and Mentoring According to York-Barr, et al., (2006, p.1) the reflective process dates back to the essential teachings of Buddha on the importance of self-awareness. Overtime, other philosophers have become instrumental in developing the theory of reflective practice and among those notable are John Dewey (1933) and David Schon (1983). Dewey, much influenced by the Progressive Era of his time, employs the scientific process of generating and testing hypothesis as vital components to reflective thinking. Half a century later, David Schon revolutionised the concept of reflective practice emphasising the importance of context and experiential knowledge for continuous improvement. The integration of ideas from these two theorists is evident in current reflective practice literature. Reflective practice is borne out of the basic premise that changes in an organization starts within each individual. It is regarded as a “meaningful and effective professional development strategy” (Osterman and Kottkamp, 2004, p. 1). Although the goal remains synonymous (the development of individual competencies leading to improved organizational performance), reflective practice offers an alternative approach to traditional professional development approaches. The emergence of reflective practice in the educational setting, as discussed by Osterman and Kottkamp (2004), was a response to the failure of educational reforms to effectively address the need of academically and socially preparing students to meet the challenges of a rapidly changing world. Educators on a daily basis “routinely juggle multiple tasks, process information on many levels, manage a continual stream of interruptions, and make on-the-spot decisions to meet the changing needs and demands in the teaching environment” (York-Barr et al., 2006, p. 2). Though teachers are guided by their knowledge, a significant margin of uncertainty accompanies their practice as a result of unpredictable circumstances that require spontaneous responses. The reflective practice has been noted that this strategy contributes directly to the practitioner’s repertoire allowing him/her to “frame the event and also allow the event to experiment with the practitioner’s repertoire” (O’hAodain, 2010). For beginner teachers, reflection and mentoring has been found significant in easing their way into the classroom setting. There are some key elements to consider when looking at the beginning teachers. It is also important to note that reflection and mentoring should be done with them and not to them. The beginning teacher should be seen as part of the team and not merely a subject. According to Pollard (2002) there are six elements to consider for the beginning teacher a) Career Entry Profile b) Individual Development Plan c) Professional review meeting d) Observation of the beginning teacher e) Observation of other teachers f) Assessment All these elements are crucial in the development process of a beginning teacher and none should be taken for granted. In order for reflective teaching to be effective for the beginning teacher the mentoring process plays an important role. A reflective teacher is defined as one who monitors, evaluates and revises own practices continuously and one who shares can improve even more. At present there a few proponents of reflective teaching each of approaching the topic from a slightly different perspective. Being able to reflect on one’s teaching is important but using the refection to better oneself is more important. It is also necessary to get the views of others in the refection and this is where the mentors come in. A mentor has to facilitate the reflective practice of the teacher. The mentors play a crucial role in the development of a reflective teacher not just to provide the answers but to force/strongly encourage the beginning teacher to think of the answers themselves. The table below gives a summary of the various definitions of reflective practice. Table 1 Proponents of Reflective Teaching Dewey Cruikshank’s Reflective Teaching Schön’s Reflection in Action Zeichner’s Action as Critical Inquiry Freire Somekh Willing to change Ability to analyse own teaching. Replicate teaching behaviour which empirical research has shown to be effective One who can think while acting and thus can respond to the uncertainty, uniqueness and conflict in the situations in which professionals practice. i) Technical - reflect on the effectiveness of their teaching strategies. ii) Situational and institutional contexts iii) Moral and ethical issues Describe Inform Confront Reconstruct Triangulation Computers Meaning of Reflective Teaching a) implies an active concern with aims and consequences, as well as with means and technical efficiency b) combines enquiry and implementation skills with attitudes of open-mindedness, responsibility and whole-heartedness i) Open-mindedness - an active desire to listen to more sides than one, to give heed to facts from whatever source they come, to give full attention to alternate possibilities, to recognise the possibility of errors even in the beliefs which are dearest to us. (Dewey, 1933, p.29) ii) Responsibility - moral, ethical and political issues, which are raised, have to be considered professionally. iii) Whole-heartedness - dedicated, single-minded, energetic and enthusiastic. c) applied in a cyclical or spiraling process in which teachers continually monitor, evaluate and revise their own practice d) based on teacher judgement, informed partly by self-reflection and partly by insights from educational disciplines. According to Loughran (1996), a typical reflective teacher goes through a stage cycles. It starts with a suggestion, a problem or hypothesis. This is followed by reasoning and then testing which would typically end with a resolution or back to the hypothesis. 5.Testing or 4.Reasoning 6.Resolution 3. Hypothesis 2. Problem 1. Suggestions Figure 1 : Reflective Cycle Pollard (1996) sees reflective teaching as a cycle below which is similar to what Loughran (1996), suggests. Reflect Plan Make provision Act Evaluate data Analyse data Collect data Figure 2: The process of reflective teaching Strategies for Reflective Practice The role of observation and data gathering is indispensable in reflective practice. Osterman and Kottkamp (2004) emphasize the importance of comprehensive data for comprehensive and effective solutions. They distinguish two types of data: espoused theories and theories-in-use. Espoused theories are those ideas and beliefs, acquired from experience and formal education, which we are able to talk about. Though we are able to talk about this, there is often resistance in the practice of espoused theories and behaviors of education practitioners remain inconsistent with espoused theories. This differs to the concept of theories-in-use which is translated as the underlying assumptions forming one’s behaviors. Through the process of acculturation one adopts and acts according to these theories though unaware of the reasons behind it. Interviews, content analysis and case studies are among the instruments suggested for use in gathering information on espoused theories. The richness of the materials gathered from interviews is highly dependent on the skills of the interviewer. Espoused theories are at times reflected in speeches, articles, newsletters, communication to parents and the like. The use of content analysis for these kinds of materials is a useful tool in identifying these espoused theories. The process of analyzing case studies will reveal written ideas embedded with espoused theories. While these theories may be articulated by educators, caution must be taken in concluding that they are predictors of behaviors. As previously mentioned, espoused theories does not necessarily manifest in behaviors. In gathering information about one’s practice (theory-in-use), one may rely in direct observation strategies. Video and audio technologies have provided useful tools for direct observation. Audio and video recordings allow reflective practitioners to watch and observe their own classes, and objectively identify the areas for improvement. Structured observation is often used in supervisory context although this can also be employed with a researcher or a peer. This tool is usually used to gather data about observable factors taking place in the classroom related to the teaching practice. However, there are also structured observations that are student specific and aimed at identifying student diversity. Structured observations employ the use of forms or behavioral charts and tables which can be adopted and/or modified by the reflective practitioner. Content analysis of materials one has produced may also lead to awareness of one’s behavior (e.g. manner of delivery and tone) in these written documents. This is most helpful for those with administrative positions who produce memos, messages in newsletters or communications with parents. Situations deemed artificial, such as role playing and simulations, are also helpful in detecting theories-in-use. Reactions to these contrived situations help shed some light into the acculturated assumptions operating behind the individual’s behavior. While it appears that direct observation is the most reliable way to gather information pertaining to behavior, “narrative also yields significant information about practice and facilitates identification of theory-in-use” (Osterman and Kottkamp, 2004, p. 50). One of the most common form narrative writing is the journal. There are two types of journal entries. A log contains an account of important events and interaction happening at work. The other, a reflective assessment, contains questions and shares thoughts regarding the experience. Another form of narrative material is case records of critical incidents. These records contain the objectives, alternatives considered, action taken, and the results particular to a specific problem incident. Another type of document that has been relevant in education and reflective practice is the portfolio. Portfolios are created for teachers to document their teaching practice, share their professional knowledge and reflect on the content, practice and reasons behind their teaching. Several literature offer templates, from the simplest types to the more complicated ones. Personal inventories and other diagnostic instruments shed some “light on why we do what we do” (Osterman and Kottkamp, 2004, p. 57). One of the more famous instruments is the Myers-Briggs Type Indicator, which gives information on “how individuals process information, focus attention and come to decisions” (Osterman and Kottkamp, 2004, p. 58). Other instruments used to facilitate reflective learning are Kolb’s (1995) Learning Stlye Inventory and Johnston’s (1998) Learning Connection’s Inventory. Project Implicit, a collaborative project by researchers from Harvard University, the University of Virginia and the University of Washington, is a website designed for practitioners to avail of tests/inventories and information useful in the process of reflective thinking. These inventories are designed in providing information about an individual, but they are highly insightful for group work. Implicit in Osterman and Kottkamp’s (2004) discussion on the tools and instruments for reflective practice is the propensity for the approach to move from an individual level to a group level. This was discussed in detail by York-Barr et al.’s (2006) “Reflective Practice Spiral” which illustrates how the reflective process beginning with oneself can extend to a partner level and further into a small group level or team level, and at the final stage, a school-wide level. Most of the techniques mentioned by Osterman and Kottkamp (2004) are incorporated in the different levels. The individual reflective practice is the building block from which different individuals can come together and support each other in the reflective practice approach. Joining another individual in the reflective process increases the quantity and helps one enrich the quality of the insights gathered. It is the mutual trust and confidence established in shared reflective practice with a partner that can pave the way for reflective practice within small groups and teams. Momentum is built for school-wide reflective practice through these small group and team gatherings. Through this process, teaching and staff members who do not regularly interface are able to discuss certain issues that require school-wide attention. There is congruence in the techniques and instruments identified by Osterman and Kottkamp (2004) and York-Barr et al. (2006) although the more recent literature provided by the latter identifies how these tools can be used at different levels of interaction. Emphasis is given on the individual as the starting point for reflective practice which gradually expands to another teaching practitioner and further extends towards reflection in small groups and teams. Moving however, from an individual and partner reflective practices to group and school-wide reflection entails greater risk and requires a higher degree of mutual trust and support. To reiterate York-Barr et al. (2006), “because more people are in a group, the sense of safety and connection between individuals is different than with partner reflection, often more variable and diffuse” (p. 22). However, the benefits of school-wide reflective practice outweigh the risks involved and therefore, certain considerations and innovations in the instruments and strategies are essential. There are different instruments that will prove useful to facilitate reflective practice. This research paper will specifically look into the use of information and communication technology in reflective teaching for beginning teachers. The rationale for this are discussed below. Reasons for area of focus 1. Beginning teachers need to be entrusted with the correct skills to teach as a few hundred children will be passing through their hands and if they are taught wrongly at the start it would be very difficult to unlearn. 2. Beginning teachers being newbie would be more willing to try out reflecting especially if it is able to assist with their teacher development. If this becomes a habit or second nature to them they would continue doing it in school. 3. Beginning teachers can learn from their mentors who have plenty of experience and ideas, which they can share. 4. If the culture of the school supports reflective teaching it would be easier for new teachers to be immersed into it. Why Computers? a) At the end of the lesson, the teacher needs to reflect and keep a record of the reflection. This can be done with the computer as it enables the teacher to compare with other lessons or other teachers. (Not only within the same school but also with other schools; not only within the country but also with other countries too). b) Beginning teachers can share their concerns with their friends from other school so as to prevent beginning teachers from making the same mistakes a Community of Practice (COP) c) Easier to keep track d) Can check journals on line to see what the experts have to say Methodology To best address the concerns that gave birth to the current study and the goals specified, qualitative design is adopted for the study. Data collection will be done at two levels: survey questionnaires and in-depth interviews. Sample The research study will be conducted in selected Singapore Primary Schools. Beginning teachers will be recruited according to the following criteria: having taken the teacher preparation program at NIE and being in their first or second year of teaching. Respondents will also include mento teachers and principals. Survery Questionnaires Survey questionnaires will be distributed to beginning teachers. A total of 100 survey questionnaires will be handed out. The instrument hopes to collect significant data on the factors that facilitate or hinding reflective teaching, the role of mentoring, and the utility of ICT in reflective teaching. Survey questionnaires will be collected one week after distribution. In-Depth Interviews In-depth interviews will be conducted with mentor teachers and principals. This stage of the research process hopes to gather the best practices in mentoring. Data Analysis Content analysis will be conducted to draw out recurring themes from the survey questionnaires and in-depth interviews. From the data analysis, the researcher hopes to gain insight on the following: (1) The factors that make reflective teaching and mentoring effective; (2) The factors that hinder the success of reflective teaching and mentoring; (3) The impact of ICT on reflective teaching; (4) Best practices in mentoring. Scope of the study According to Clark (1988), there is not a single teacher educator who would say that they are not concerned about preparing teachers who are reflective. The teacher educators all talk about being reflective but it appears to be a word, which everyone uses, but with no clear idea what it means. Just like the phrase, ‘depletion of the ozone layer’ everyone talks about it but very few know the facts about it. Cruickshank (1987) and Schön (1983) have suggested that reflective teachers are thoughtful as compared to teachers who are ruled primarily by tradition, authority and circumstances. They do not say anything about what teachers should reflect on, the criteria to use or how their reflections can be incorporated into their place of work. I intend to look mainly at teachers in the primary school. I hope to come up with a clear definition, some methodology and guidelines to help teachers reflect on their teaching with the use of computers. For the beginning teacher in a new school or even at NIE this is extremely important. The beginning teacher is so caught up with all the new things in a classroom, the lesson plans, and the pedagogy that he might easily forget his purpose for teaching the lesson. By reflecting daily he can nip the problem right at the start instead of at the end of the term when the pupils do not pass the test. Although teachers might already be reflecting in, it might be another thing to get them to record their thoughts. Most teachers would probably not like the idea of having to do more work if they cannot see the reason for doing it. It is necessary to show them that what they are doing is of benefit not only to them but also to their students. In addition, by linking computers to reflection there would be more sharing of ideas. The importance of reflection for the beginning teacher and mentoring has in reason years started playing a greater role because of three developments; firstly there is a growing recognition of the complexities of becoming a teacher and the professional status associated with it, secondly greater amount of time for teacher training conducted in school and lastly the different career paths available to beginning teachers. Proposed Timeline Time Focus Sep to Dec Discuss Proposal Literature Review Bibliography (on-going) Jan to Jun Prepare Pre test survey and test with sample group Modify questions if necessary Look at methodology Literature Review Jun to Dec Conduct survey Literature Review Analyze survey Methodology Literature Review Discussion of results Initial write up Write up (1st draft) Modify 2nd draft Check Bibliography Proof read Abstract Submission Survey Questionnaire Please answer the questions as truthfully as you can. I am currently doing a research on the effective use of reflective teaching. The information you provide will benefit greatly to the advancement of the discipline. 1. What is your understanding of the reflective practice? 2. How has reflective practice helped you? 3. What are the factors that limit or discourage you from using reflective teaching? 4. How has mentoring helped you as a beginning teacher? 5. How does mentoring affect reflective teaching? 6. What do you consider are your best practices in reflective teaching? 7. Can you suggest ways that ICT can be incorporated in reflective teaching? Interview Guide for Mentor Teachers and Principals (The interviews will be conducted face-to-face, one-on-one.) 1. How do you mentor beginning teachers? 2. What are your best strategies in mentoring beginning teachers? 3. How is reflective teaching helpful among beginning teachers? 4. What are the challenges in reflective teaching for beginning teachers? 5. How can ICT improve the practice of reflective teaching? Bibliography Bartholomew, J. (1971), The teacher as researcher, Hard Cheese, 1. Bell, J., Bush, T., Fox, A., Goodey, J. & Goulding, S. (eds.), (1984), Conducting Small-Scale Investigations in Educational Management, London: Harper and Row. Burgess, R.G. (1981), ‘Keeping a research diary’, Cambridge Journal of Education, 11, 1, 75 - 83. Clark, C. (1988), ‘Asking the right questions about teacher preparation: contributions Cohen, L. (1976), Educational Research in Classrooms and Schools: A Manual of Materials and Methods, London: Harper and Row. Dewey, J. (1933), How We Think: A Restatement of the Reflective Thinking in the Educational Process, Chicago: Henry Regnery. Drew, C. J. (1980), Introduction to Designing and Conducting Research, (2nd Ed), Missouri: C. B. Mosby Co. Duckworth, E. (1986), ‘Teacher as Researcher’, Harvard Educational Review, 56, 481 - 495. Loughran, J. (1996), Developing Reflective Practice: Learning About Teaching and Learning Through Modelling, London: Falmer Press. Loughran, J. John. (2002), ‘Effective Reflective Practice: In Search of Meaning in Learning about Teaching’, Journal of Teacher Education, 53,1, 33-43 Nias, J. (1989), Primary Teachers Talking: A Study of Teaching as Work, London: Routledge. O’hAodin, M., 2010. The contemporary relevance of historical trends on youth work in Ireland. In P. Burgess and P. Herrmann, eds. Highways, crossroads and cul de sacs: Journeys into Irish youth and community work. Vol. III. KG, Bremen: Eruopäischer Hochschulverlag GmbH & Co. Osterman, K. and Kottkamp, R. (2004). Reflective practice for educators: Professional development to student learning (2nd ed.). Thousand Oaks, California: Corwin Press. Peeke, G. (1984), ‘Teacher as researcher’, Educational Research, 26(1), February, 24 - 26. Pollard, A. (ed.), (1996), Readings for Reflective Teaching in the Primary School, London: Cassell. Pollard, A. (2002), Reflective Teaching: Effective and Evidence-informed Professional Practice, London: Continuum. Rediguide, University of Nottingham School of Education. Rudduck, J. (1984), Teaching as an Art, Teacher Research and Research-Based Teacher Education, 2nd Annual Lawrence Stenhouse Memorial Lecture, University of East Anglia. Schön, D. A. (1983), The Reflective Practitioner: How Professionals Think in Action, London: Temple Smith. Simon, A. & Boyer, E. (1975), The Reflective Practitioner, New York: Basic Books. Somekh, B. & Davis N. (eds.), (1997), Using Information Technology Effectively in Teaching and Learning, London: Routledge. Stenhouse, L. (1975), An Introduction to Curriculum Research and Development, London: Heinemann. Vyas, H. (1979), ‘The teacher as researcher’, Educational Review, 11(3), Summer, 58 - 64. York-Barr, J., Sommers, W., Ghere, G. and Montie, J. (2006). Reflective practice to improve schools: An action guide for educators. Thousand Oaks, California: Corwin Press. (B) What is the significance of your proposed research project? Signficance of the Study Looking at how Reflective Teaching with the mentoring process in place and ICT playing its part is especially critical at the present time where most of the teacher training for beginning teachers is taking place in school. Findings of research may be used as the basis for planning assistance to facilitate the resolutions of these concerns during their first two years in school. The research project results would be useful to the following: Educational Authority (MOE) and Teacher Training Institution (NIE) for whom the feedback may provide useful insights for the planning and reviewing of implementation of Beginning Teachers. School Mentoring Support Groups, who implement induction program to Beginning Teachers in schools. (C) Remarks (Possible supervisor, Academic Group/Research Centre, etc.) You may leave this part blank. ________________________ 16 August 2010 Signature of Applicant Date Version: Research June09 Read More