TESOL France
Hala Hadba
Qatar University
A Reflective Teacher Model for In-service Teacher Trainees
Outline
Reflective Teacher Model- TESOL France 2015 2
Context of the study-Qatar Educational Status
Teacher Training Programs
Literature Review
Reflective Teaching –What, Why and Who?
The Purpose of Reflective Teaching
The Importance of Reflective Teaching
Reflective Models- Mechanism and Examples
Steps for Building The Reflective Teaching Model
RTM- Description
Reflective Teacher’s Traits and Skills
Applications
References
Appendix
Context of the Study- Qatar Educational Change
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Future Proofing
Qatar is significantly providing opportunities for education innovation, supporting projects from grassroots basic literacy through to high-end university research.
(Qatar 6bn in 2012=18.6% of total government spending- World average is 14.2%)
recycling gas and oil into knowledge:
- building universities,
- reforming the school system (changing curricula and establishing teacher training programs),
- improving vocational training and
- setting up an international forum (World Innovation Summit for Education)
ensuring that more educated citizens will be able to contribute to the nation's economic and social welfare as well as political stability.
Teacher Training Programs-Literature
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Wallace (1991), states that teacher education courses should
include two kinds of knowledge development:
1. Received knowledge: the prior background knowledge
that will prepare novice teachers for their knowledge on
the teaching process
2. Experienced knowledge: this comes after the trainee
has developed more in-action training by practicing
teaching
Reflective Teacher Model- TESOL France 2015 5
(Candlin & Widdowson, 2000):
call for a more professional approach in teaching language
where the profession becomes an enterprise.
Teachers in this sense will be expected to go through continual
experimentation and evaluation to be more effective in their
pedagogy and be trained to provide for their own continuing
education.
Teacher Training Programs-Literature (cont.)
Reflective Teaching-What?
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Vaughan (1990) : reflective practice entails an inquiry approach to teaching that involves a personal commitment on the part of teachers to continuously learn and improve.
Taggart (2005): the process of “making informed and
logical decisions on educational matters, and assessing the consequences of those decisions”.
Reflective Teaching- Why?
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Teachers have recently become an integral part of the
teaching and learning process. They have become participants
in curriculum, program developers, decision makers and
researchers of their own classroom (Richards, 2000).
The dependence on theory and neglect of practical
application in the classroom can lead novice teachers to
feel insecure about their own teaching practices (Ali, 2007).
Reflective Teaching-Who?
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Dewey (1933) identified three characteristics of a reflective teacher:
Open-mindedness: willingness to listen to more than one point of view on an issue and having a tendency to ask questions
Responsibility: searching for the truth in every situation a person encounters in addition to gathering information related to the specific situation
Wholeheartedness: willingness to overcome personal limitations and fears that may hinder a teacher from being involved wholeheartedly in bringing about change
The Purpose of Reflective Teacher Training
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Ellicit trainees’ responses on their knowledge and beliefs on
reflective teaching,
Promote discussion and consider applications of teaching
methodologies
Encourage teacher trainees to build and continue as reflective
teachers who can look critically at their own work in
consideration of the educational environment they are in
Importance of Reflective Teacher Training
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Prospective and practicing teachers explore multiple opportunities and various formats in training sessions(Bean &
Stevens, 2002)
Help free teacher trainees from committing to routine and impulse behavior (Farrel, 1998)
Allow teachers to act in a deliberate and intentional manner after analyzing their own situations and students’ needs
Distinguish teacher as proactive, intellectual contributors in the teaching process
Become more involved in their own environment and feel the need to start constructing their own theories from their own practice
Mechanism of Reflective Teacher Training
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Schon (1983): Building skills
Pajares (1992): Refuting existing beliefs
Wallace (1994): Being “pro-active rather than reactive”
Freeman and Richards (1996): Functioning bilingually
Candling and Widdowson (2000): Enterprise (continual
experimentation and evaluation)
Richards (2000): Awareness of teachers’ learning style
Freeman (2002): Connecting new and experienced teachers across a
career span
Examples of Reflective Teaching Mechanism
1. Mannen, 1977
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Technical Mode-methodological issues and theoretical development
Contextual Mode-integration between theory and practice
Critical Reflectivity-critical reflectivity to deal
with ethical, political and moral issues
2. Schon’s Reflection Process
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Schon (1983, 1987):
Reflection-in-action thinking consciously about classroom actions and making the necessary modifications while teaching
Reflection-on-action reflecting on the problem after it occurs
Professionals should be trained to
1. Frame and reframe the problems they face
2. Test out various ways of interpreting them
3. Modify their actions accordingly
3. Larrivees’ Reflective Model (1999)
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Three practices are essential:
making time for solitary reflection,
becoming a perpetual problem- solver and
questioning the status quo
The first creates an opening for the possibility of reflection
while the others allow for a way of developing teaching practice
that accepts uncertainty, recognizes contextual bounds and
considers multiple plausible causal explanations for events and
circumstances.
Larrviee’s Reflective Model (1999)
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pre-reflection stage: teacher’s
attempt to implement the
mechanical teaching tasks automatically
surface reflection stage: teachers are mainly
concerned with methods of teaching
to attain pre-determined goals
pedagogical reflection: teachers apply the knowledge and beliefs they have attained in their field
to reach quality practice
critical reflection: teachers’ ability to
reflect on moral and ethical implications and consequences of
their classroom practice on students
Steps for Building the Reflective Teaching Model (RTM)
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The model is based on the following definition
A reflective teacher is one “who assesses the origins,
purposes, and consequences of his or her work at all three
levels” (Zeichner and Liston’s (1987; 25)
RTM- Description of Model
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The improvised Reflective Teacher Model tries to incorporate more steps to come up
with emphasis on cooperative work between peers and allow more time for teacher
trainees to reflect and modify.
The RTM is:
Comprised of six basic steps: to gradually develop a critical reflective
model for trainees when looking at their own teaching methods
Based on trainees’ needs
Open for negotiation before application: to ensure that trainees have a
chance to reflect
RTM
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1. Theoretical Background (Model)
F: Literature Review of the Different Techniques
Ts: Observe, Brainstorm, Ask Questions, and Discuss Concepts
2.Demonstra-tion (T: What does the trainer intend?)
F: Demonstrates
Ts: Observe , Ask Questions and Take Notes
•Dewey: (Process
of
intellectualization)
3. Reflection and Preparation (T: What would I do?)
F: Follows up with Ts and Suggests Ways for Improvement
Ts: Reflect and Prepare Individually
4. Application (Mapping= T: what will I do?)
T: Demonstrates
F and Ts: Observe
5.(Collaborative Feedback) (T: what did I intend?)
F: Encourages Peers to Give Feedback
Trainee, Facilitator and Peers Engage in Discussion with a Focus on the Individual Trainee
•Wallace: (Transfer
of knowledge)
6. Re-demonstration of Technique (Reflection and adjustment)
(Contesting and appraising= reflection on process and feed-forward on product)
F and Peers: Observe and Take Notes
T: Reflects and Amends
•Woolger: (Generating
alternatives)
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Critical Reflective Teacher’s Traits and Skills
Personal Traits:
Form explicit beliefs and practical knowledge
Accept responsibility
Efficiently involved
Self-reflection
Professional Skills:
Commitment
Reflecting on Ss’ work
Develop a more informed practice
Find new and improved ways of teaching
Applications (reminder)
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Farrell (1998) states that reflective teaching
helps free teachers from committing to routine and impulse
behavior,
allows teachers to act in a deliberate and intentional manner
after analyzing their own situations and students’ needs,
distinguishes teacher as proactive, intellectual contributors in
the teaching process, and
enables teachers to become more involved in their own
environment and feel the need to start constructing their
own theories from their own practice.
References
Reflective Teacher Model- TESOL France 2015 21
Ali, S. (2000). Reflective teacher observation model for in-service teacher trainees. English
language forum. UAE
Bean, T. & Patel, S., L. (2002). Scaffolding reflection for pre-service and in-service
teachers. Reflective practice, 3(20), 205-218.
Dewey, J. (1933). How we think. Prometheus Books. Buffalo, NY.
Farrell, T.S. (1998). Reflective teaching: the principles and practices. TESOL Quarterly, Vol. 36
Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach.
perspective from north American educational research on teacher education in English
language teaching. Language Teaching. 35, 1-13.
Larivee, B. (2008). Development of a tool to assess teachers’ level of reflective practice.
Reflective practice. Vol. 9, No. 3, August 2008, 341-360.
Little, D. (1999). Learner autonomy: drawing together the threads of self-assessment, goal
Setting and reflection.
Little, D. (1999). Developing learner autonomy in the foreign language classroom: a social-
interactive view of learning and three fundamental pedagogical principles, Revista
Canaria de Estudios Ingleses 38, 77-88.
Richards, J. C. (2000). Beyond training. CUP. UK.
Taggart, G. L. (2005). Becoming a reflective teacher in Promoting reflective thinking in teachers by Wilson, A. & Taggart, G.L. Grand Eagle. USA.
Schön D (1983) The reflective practitioner. Basic Books: New York
Van Mannen, m. (1991). The tact of teaching: the meaning of pedagogical thoughtfulness
(Albany, NY, State University of NY).
Vaughan, J.C. (1990). What is reflective practice and where did it come from. In York-Barr, Summers et al., Reflective practice to improve schools. Corwin press: USA.
Zeichner, K.M. & Liston, D. P. (1987). Teaching student teachers to reflect. Harvard Educational Review. 56 (1), 23-48.
Appendix A
Reflective Teacher Questions
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1. Have I established a positive classroom climate?
2. Do my students feel that they are part of the classroom
community?
3. Are my students given frequent, timely, positive and
encouraging feedback?
4. Have I ensured opportunities for students' success by giving
assignments that are neither too easy nor too difficult?
5. Have I helped my students find personal meaning and value in
the material?
6. Have I generated student interest and enjoyment of the subject
matter?
Appendix A (contd.)
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Have I been well organized and prepared?
Are my students actively engaged in classroom learning,
which may involve group discussion or other "hands-on"
activities?
Have I tried to use various instructional techniques?
Do my students perceive me as being approachable and
friendly? Do I appear interested in the students and their
learning?
http://www.inspiringteachers.com/classroom_resources/tips/curriculum_and_instruction/reflective_questions.html
Principles of Good teaching
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Below are examples of both short-answer questions and
statements for rating (agree/ disagree) based on the principles of
good teaching. You can use these as they stand or to help you
construct suitable questions of your own. Adapted from: Oxford
Learning Institute, University of Oxford
https://www.learning.ox.ac.uk/media/global/wwwadminoxacu
k/localsites/oxfordlearninginstitute/documents/supportresource
s/lecturersteachingstaff/resources/resources/PrinciplesGoodTea
ching.pdf
Reflective Teacher Model- TESOL France 2015 25
Principle of good teaching Example(s) of short answer questions Example(s) of statements for rating
Establish clear goals,
or learning outcomes.
What did the tutor do to ensure
you understood the course goals? List up to 3
examples.
The tutor reminded me of the
intended learning outcomes.
Use interesting
problems that enthuse
students.
What were the two most vivid
problems posed during this course that really
stimulated your interest?
The problems posed during this
course stimulated my interest.
Ensure students
engage actively with the
course materials and
content.
What specific tasks did the tutor
set for you that involved working with core
concepts in the subject? Give at least two
examples: Which of the course materials did you
find most challenging to work with, and why?
The course activities helped me learn.
The course materials were engaging.
The course materials were helpful when
preparing essays each week.
Encourage teamwork
and dialogue amongst
students.
In what ways did the tutor
encourage you to work with your fellow
students?
Working with fellow students is rarely difficult.
Classes undertaken with other students
help my learning.
Set up structures (or scaffolding) to support student learning, especially initially.
In what ways did you experience
support for your learning, especially initially?
I understood what was expected of me after the first tutorial.
The course progressed in a logical way.
Ensure students
receive effective and prompt
feedback.
In what ways did you receive
feedback on your progress? What did you find
particularly effective? What was least helpful?
My tutor always gave me helpful
feedback.
Feedback on my work was always timely.
Demonstrate concern
and respect for
students.
What are the 3 best things
about how your tutor helped you in this course?
My tutor is always considerate.
Provide opportunities
for students to offer
feedback to you.
Focused on their learning: e.g. use the one-minute paper (see
above).
Focused on your teaching: administer a short questionnaire.