Reflection : a case study assessing the potential of a model of teaching for systematic reflection as revealed by a study of novice and experienced teachers
Reflection : a case study assessing the potential of a model of teaching for systematic reflection as revealed by a study of novice and experienced teachers
Teacher growth can be encouraged by reflection on action during which a teacher revisits his/her work after the event of teaching and analyses it. The skill is learned through internal orientation by some practitioners but most need help of an ‘other’ to function well in this way.
It is proposed that reflection on action is best promoted by using a systematic method which is amenable to use by most teachers with help from a partner. The aim is to produce a teaching model framework for reflection which, in its use, would encourage the development of teachers’ analytical skills and promote doubt and perplexity about their current performance. This is turn should necessitate new thinking and potentially resultant change for improvement in their teaching.
The research devises a social-constructive model of teaching identifying three dimensions of growth - knowledge, psychology and values (including sociological values) - which influence the teacher planning process of converting content knowledge to pedagogical content knowledge. These dimensions, either directly, or indirectly through metacognition, impact upon the selection of classroom teaching strategies. The model is tested to see whether it is efficacious in revealing the characteristic features of novice and experienced teachers and whether their planning and classroom actions can be linked to their exposed ideals.
The research takes the form of a case study comparison of Key Stage 3 novice and experienced teachers of science. It uses informant/respondent interview methodology to gain teachers’ own perspectives; group interview and survey to achieve pupils’ perspectives, and subjective evaluations by the researcher. The range of research methodologies provides multiple sources of triangulated evidence.
The outcomes of the research reveal new knowledge about novice and experienced teachers in the study. The model of teaching is found to be sound for reflection on action in exposing teacher thinking and its relationship with chosen classroom strategies. The theoretical basis for the model of reflection is capable of analytical generalisation, if and when, new case studies, addressing the same theory, become available.
University of Southampton
Pritchard, Keith
6e354056-ead6-4a1a-85fa-b016e571bed2
2002
Pritchard, Keith
6e354056-ead6-4a1a-85fa-b016e571bed2
Pritchard, Keith
(2002)
Reflection : a case study assessing the potential of a model of teaching for systematic reflection as revealed by a study of novice and experienced teachers.
University of Southampton, Doctoral Thesis.
Record type:
Thesis
(Doctoral)
Abstract
Teacher growth can be encouraged by reflection on action during which a teacher revisits his/her work after the event of teaching and analyses it. The skill is learned through internal orientation by some practitioners but most need help of an ‘other’ to function well in this way.
It is proposed that reflection on action is best promoted by using a systematic method which is amenable to use by most teachers with help from a partner. The aim is to produce a teaching model framework for reflection which, in its use, would encourage the development of teachers’ analytical skills and promote doubt and perplexity about their current performance. This is turn should necessitate new thinking and potentially resultant change for improvement in their teaching.
The research devises a social-constructive model of teaching identifying three dimensions of growth - knowledge, psychology and values (including sociological values) - which influence the teacher planning process of converting content knowledge to pedagogical content knowledge. These dimensions, either directly, or indirectly through metacognition, impact upon the selection of classroom teaching strategies. The model is tested to see whether it is efficacious in revealing the characteristic features of novice and experienced teachers and whether their planning and classroom actions can be linked to their exposed ideals.
The research takes the form of a case study comparison of Key Stage 3 novice and experienced teachers of science. It uses informant/respondent interview methodology to gain teachers’ own perspectives; group interview and survey to achieve pupils’ perspectives, and subjective evaluations by the researcher. The range of research methodologies provides multiple sources of triangulated evidence.
The outcomes of the research reveal new knowledge about novice and experienced teachers in the study. The model of teaching is found to be sound for reflection on action in exposing teacher thinking and its relationship with chosen classroom strategies. The theoretical basis for the model of reflection is capable of analytical generalisation, if and when, new case studies, addressing the same theory, become available.
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Published date: 2002
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Local EPrints ID: 464870
URI: http://eprints.soton.ac.uk/id/eprint/464870
PURE UUID: d1929f1a-5ddc-4274-b07f-0210c43491e2
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Date deposited: 05 Jul 2022 00:06
Last modified: 16 Mar 2024 19:47
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Author:
Keith Pritchard
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