Developing pre-service teachers’ reflective capacity through engagement with classroom based research.

Jackie Lambe

Research output: Contribution to journalArticlepeer-review

12 Citations (Scopus)

Abstract

This paper explores how participation in classroom-based qualitative research, initiated early in the pre-service year, can enhance the reflective skills of subject specialist student teachers studying Art and Design Education on a one year Post-primary, Post-graduate Certificate in Education (PGCE). Findings from the study indicate that such engagement in classroom based research helps to support the development of informed professional dialogue that can increase student teachers reflective capacities. It can also offer the means to enrich understanding of curriculum change by providing an authentic opportunity to link educational theory to professional practice.Key wordsPre-service education; student teachers Art and Design Education; curriculum revision; qualitative research; reflective practice;
Original languageEnglish
Pages (from-to)87-100
JournalReflective Practice
Volume12
Issue number1
DOIs
Publication statusPublished - 25 Jan 2011

Bibliographical note

Reference text: Bolton, G. (2005) Reflective practice. Writing and professional development (2nd ed.). Thousand Oaks, CA: Sage.
Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning.
London: Kogan Page.
Brookfield, S. (1995) Becoming a critically reflective teacher. San Francisco: Jossey-Bass publishers.
Calderhead, J. (1993), “The contribution of research on teachers’ thinking to the professional
development of teachers”. In C. Day, J. Calderhead and P. Denicolo (eds), Research on
Teacher Thinking: Understanding Professional Development, London: Falmer Press.
Calderhead, J. (1991) The nature and growth of knowledge in student teaching, Teaching and Teacher Education,7 (5/6), pp.531-535.
Council for the Curriculum Examinations and Assessment (2007a) Key Stages 1 &2 Curriculum Support and Implementation Box (Belfast, CCEA) www.nicurriculum.org.uk (accessed 22nd.August, 2009).
Council for the Curriculum Examinations and Assessment (2007) Key Stage 3 Non Statutory Guidelines for Art and Design (Belfast, CCEA) www.nicurriculum.org.uk (accessed 22nd.August, 2009).
Council for the Curriculum Examinations and Assessment (2004) Way Ahead (post primary): the revised curriculum and its assessment (Belfast, CCEA).
Cruickshank, D. (1987) Reflective teaching. Reston, VA: Association of Teacher Educators.
Department of Education (2007) The Education (Northern Ireland) (Curriculum Minimum Content) Order, Bangor, DE.
Department of Education (2006) The Education (Northern Ireland) Order, Bangor, DE.
Department of Education for Northern Ireland (1998) The Teacher Education Partnership Handbook, Bangor, DENI.
Dewey, J. (1904). The relation of theory to practice in education. In R.D. Archambault (Ed.),
John Dewey on education: Selected writings (pp. 313–338). Chicago, IL: University of
Chicago Press.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the
educative process. Boston, MA: D.C. Heath.
Eraut, M., Alderton, J., Cole, G., & Senker, P. (2000). Development of knowledge and skills
at work. In F. Coffield (Ed.), Differing visions of a learning society: Research findings.
Volume 1 (pp. 231–262). Bristol: Policy Press.
Freese, A. R. (1999) The role of reflection on pre-service teachers’ development in the context of a professional development school, Teaching and Teacher Education, 15, pp. 895-909.
Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and
implementation. Teaching and Teacher Education, 11(1), 33–49.
Hirst, P. (1990) “The theory-practice relationship in teachertraining”, in Booth, M. B., Furlong, V. J. and Wilkin M. (Eds), Partnership in Initial Teacher Training, Cassell Educational Ltd, London.
Gallagher, T., & Smith, A. (2000) The effects of the selective system of secondary education in Northern Ireland Research papers Vols. 1 and 2 (Bangor, DENI).
General teaching Council for Northern Ireland (2005) Review of Teacher Competences and Continuing Professional Development (Belfast, GTCNI).
Grimmet, P.P., Erickson, G.L., Mackinnon, A.A. and Riecken, T.J., “Reflective practice in teacher education”, in Clift, R. T., Houston, W.R. and Pugach, M.C. (Eds), Encouraging Reflective Practice in Education: An Analysis of Issues and Programs, Teachers College Press, New York, NY.
Harland, J., Moor, H., Kinder, K. and Ashworth, M. (2002). Is the Curriculum Working? The Key Stage 3 Phase of the Northern Ireland Curriculum Cohort Study. Slough: NFER Northern Ireland Cohort Study http://www.nicurriculum.org.uk/search/index.asp?zoom_query=harland+report (accessed 20th August, 2009).
Hatten, N. and Smith, D. (1995) Reflection in teacher education: towards definition and implementation, Teaching and Teacher Education, 12(1), pp.33-49.
Kaplan, D.S., Rupley, W.H., Sparks, J., & Holcomb, A. (2007). Comparing traditional journal writing with journal writing shared over e-mail list serves as tools for facilitating
reflective thinking: A study of preservice teachers. Journal of Literacy Research, 39(3),
357–387.
Kember, D., Jones, A., McKay, J., Sinclair, K., Tse, H., Webb,C., Wong. F. M. and Young, E. (1999) Determining the level of reflective thinking from student’s written journals using a coded scheme based on the work of Mezirow, International Journal of Lifelong Education, 18(1), pp.18-30.
Kondracki, N. L., and Wellman, N. S. (2002). Content analysis: Review of methods and their applications in nutrition education. Journal of Nutrition Education and Behavior, 34, pp.224-230.
Korthagen, F. (2001) Linking practice and theory: The pedagogy of realistic teacher education, London: Lawrence Erlbaum Associates.
Korthagen, F. (1985). Reflective teaching and preservice teacher education in the
Netherlands. Journal of Teacher Education, 36(5), 11–15.
Lambe, J. and Clarke, J. (2003) Initial Teacher Education Online: Factors Influencing the Nature of Interaction in Computer Conferencing, European Journal of Teacher Education, 26(3), pp.351-363.
Langer,E. (1989) Mindfulness. Reading, MA: Addison-Wesley Publishing.
Little, B. (2004). Employability and work-based learning. York: Higher Education Academy.
Maaranen, K. and Krokfors, L. (2008) Researching pupils, schools and oneself. Teachers as integrators of theory and practice in initial teacher education, Journal of Education for Teaching, 32(3), pp. 207-222.
McIntyre, D and Hagger, H. (1993) “Teachers’ expertise and models of mentoring”, in McIntyre, D., Hagger, H. and Wilkin, M. (Eds), Mentoring, Kogan Page, London, pp.86-102.
Melville, W., Fazio, X., Bartley, A. and Jones, D. (2008) Experience and Reflection: Pre-service Teacher’s Capacity for Teaching Inquiry, Journal of Science Teacher Education, 19(5), pp.477-494, DOI: 10.1007/s10972-008-9104-9.
Miles, M.B.and Huberman, A.M., (1984) Qualitative Data Analysis, Beverly Hills, CA., Sage.
Moran, A.and Dallat, J. (1995) Promoting reflective practice in initial teacher training.International Journal of Educational Management, 9(5), pp.20-26.
Palmer, P. (2007). The courage to teach. Exploring the inner landscape of a teacher’s life.San Francisco, CA: Wiley.
Pollard, A. (2002) Reflective teaching: Effective and evidence-informed professional practice, Continuum: London.
Pultorak, E.G. (1993) Facilitating reflective thought in novice teachers. Journal of Teacher
Education, 44(4), 288–295.
Rogers , R. (2001) Reflection in higher education: A concept analysis. Innovative
Higher Education, 26, pp. 37-57.
Ross, D. (1989) The reflective practitioner; How professionals think in action. New York: Basic Books.
Roussouw, D. (2009) Educators as action researchers: some key considerations South African Journal of Education Copyright © 2009 EASA 29, 1-16
Ryle, G. (1949) The Concept of Mind, Penguin Books, London.
Schon, D.A. (1987) Educating the Reflective Practitioner (San Francisco, CA. Jossey-Bass).
Schon, D.A. (1983) The Reflective Practitioner (London, Random House).
Soodak, L.C., & Podell, D. M. (1996). Teacher efficacy: Toward the understanding of a multi-faceted construct, Teaching and Teacher Education, 12(4), pp.401-412.
Seban, D. (2009) Researching reflective field practices of elementary pre-service teachers: two dimensional analysis of teacher narratives, Reflective Practice, 10(5), 669 — 681.
Siebert K. & Daudelin M. (1999) The role of reflection in managerial learning;
Theory, research, and practice. Westport, CT: Quorum.
Sparks-Langer, G.M., Simmons, J. M., Pasch, M., Colton, A., and Starko, A. (1990) Reflective pedagogical thinking: How can we promote it and measure it? Journal of Teacher Education, 41 (4), pp.23-32.
Stenhous, L. (1975) An Introduction to Curriculum Research and Development, London: Heinemann.
Tesch, R. (1990) Qualitative Research: Analysis types and software tools, Bristol PA. Falmer.
University of Ulster (2006) School of Education Research Ethics Information, Coleraine, University of Ulster.
Van Manen, M. (1977) Linking ways of knowing with ways of being practical, Curriculum.
Vaughan, S., Schumm, J. S. and Sinagub, J. (1996) Focus Group Interviews in Education and Psychology, Thousand Oaks, CA., Sage.
Zeichner, K. (1990) Changing directions in the practicum: Looking ahead to the 1990s, Journal of Education for Teaching 16(2), pp. 105-132.
Zeichner, K. M., & Liston, D. P. (1987) Teaching student teachers to reflect, Harvard Educational Review, 57(1), pp.23-48.

Keywords

  • Pre-service education
  • student teachers Art and Design Education
  • curriculum revision
  • qualitative research
  • reflective practice

Fingerprint

Dive into the research topics of 'Developing pre-service teachers’ reflective capacity through engagement with classroom based research.'. Together they form a unique fingerprint.

Cite this