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Reflective teaching as a methodology to
assess training of pre-service and in-
service teacher for on-line tutoring tasks
Nathalie Gettliffe
Université de Strasbourg
(France)
Teacher Education and CALL at
the University of Strasbourg
Year 3 Licence: 24 hours ICT and
Language Teaching
Year 1 Master of Arts Teaching Foreign
Languages: 48 hours
Year 2 Master of Arts Educational
Technology and Language Teaching: 400
hours
Teacher Education and CALL at
the Université de Strasbourg
Year 2 Master of Arts Research: 24 hours
Year 2 Master of Arts Language
counsellor: 24 hours
Year 2 Master of Arts Managing language
programs: 24 hours (+24 hours)
Teacher Education in CALL: a growing
concern (Hubbard and Levy, 2006)
Training pre-service and in-service
teachers in on-line tutoring : a challenge
given the instability of on-line tutoring
practices
Introduction Issue Research
Methodology
Context Data Discussion Conclusion
Various practices to Teacher Development with CALL (Hubbard and Levy, 2006): Project based learning
Situated learning
Online courses and CMC
Collaborative development
Integration of CALL education throughout degree programs
Communities of practice in CALL education and learning autonomy
Introduction Issue Research
Methodology
Context Data Discussion Conclusion
Which practice is effective in Teacher
Education in CALL?
How can we assess the effectiveness of a
particular practice?
Which methodology can (should) we use
to assess the effectiveness of a particular
practice?
Introduction Issue Research
Methodology
Context Data Discussion Conclusion
My project:
Assessing a project-based practice with a
reflective teaching methodology
Course content: on-line tutoring
Introduction Issue Research
Methodology
Context Data Discussion Conclusion
Reflective pratice is not:
-action research (implementation of an
action plan to bring change in some
aspects of a teacher’s class with
subsequent monitoring of the effects of the
innovation)
-developmental research (designing a tool
and conducting multiple recursive analyses
during the « creative » process)
Introduction Issue Research
Methodology
Context Data Discussion Conclusion
Reflective teaching is not:
Reflexivity: research paradigm that uses the
capacity of social actors in modern societies
to be conscious and able to give accounts of
their actions to explore (mostly sociological)
issues or researchers biases (De Robillard,
2009)
Introduction Issue Research
Methodology
Context Data Discussion Conclusion
Reflective teaching is: Examining teaching experience as a basis for
evaluation and decision making and as a source of change (Bartlett, 1990)
Exploring classroom processes: teacher’s beliefs, focus on the learner, teacher decision making, role of the teacher, structure of a language lesson, interaction in the second language classroom, nature of language learning activities, language use in the classroom (Richards and Lockhart, 1994)
Introduction Issue Research
Methodology
Context Data Discussion Conclusion
Schön, 1987 Educating the reflective
practitionerThis dilemma of rigor or relevance arises more acutely in some areas
of practice than others. In the varied topography of professional
practice, there is a high hard ground where the practitioner can make
use of research-based theory and technique, and there is the swampy
lowland where situations are confusing messes incapable of technical
solutions. The difficulty is that the problems of the high ground,
however great their technical interest, are often relatively unimportant
to clients or the larger society, while in the swamp are the problems of
greatest human concern.
Second language acquisition vs teacher education
Introduction Issue Research
Methodology
Context Data Discussion Conclusion
Assessing reflective teaching as an
effective mode to train teachers in project
based-CALL:
Confronting reflective teaching to user’s
perceptions (questionnaire and interviews)
Confronting reflective teaching to data
analysis
Introduction Issue Research
Methodology
Context Data Discussion Conclusion
Reflective teaching can use the following
procedures:
Teaching journals, lesson reports, surveys
and questionnaires, audio and video
recordings, observations, e-portfolios…
Tutors used a portfolio for their reflective
teaching (ex ample Group 4)
Introduction Issue Research
Methodology
Context Data Discussion Conclusion
What I used to assess reflective teaching
On-line questionnaire (27 items):
Group, technical challenges; aims; beginning/end;
who was in charge; tutor role; number of tasks;
tasks sequencing; follow-up from the tutors;
evaluation; conclusion
Questionnaire designed from reflective teaching
Introduction Issue Research
Methodology
Context Data Discussion Conclusion
Interviews:
similar questions than questionnaire
Two extra questions: was it your first course on-
line? how much time did it take you to do the on-
line tasks?
Observations of on-line tutoring scenario
Introduction Issue Research
Methodology
Context Data Discussion Conclusion
12 hour course on On-line tutoring
Course content: Definitions (on-line tutoring) of on-line tutoring
Tasks/role of an on-line tutor
setting up a tutoring scenario and linking it to on-line and off-line resources
On-line tutoring tools (characteristics and limitations)
Learning management system (Dokeos)
Videos of novice, intermediate and experienced on-line tutors
example of an On-line course (English for Academic purposes)
research on On-line tutoring (articles, journals, books).
Introduction Issue Research
Methodology
Context Data Discussion Conclusion
Course project
Designing on-line tasks for Master 1 foreign
students needing help with their written
academic French (pretest and homeworks)
Managing a three week on-line tutoring
session with the Master 1 students (scenario)
Evaluating the work of « their » students
(30%)
Introduction Issu
e
Research
Methodology
Context Data Discussion Conclusio
n
Introduction Issue Research
Methodology
Context Data Discussion Conclusion
Tutors Students
Group A: Tomoki
n=3
N=8 (2 were MM
students)
Group B: Lucia
n=3
N=8 (1 was MM
student)
Group C: Christos
n=4
N=8
Group D: Xiaolu
n=4
N=8
Project report
Description of on-line scenario
Reflective teaching (issues when designing tasks,
issues during the on-line tutoring, changes brought
during the on-line tutoring, future changes, what you
have learned, what you would like to learn, comments
on the help from your informants)
Link your reflective thinking to at least 2 research
articles
Introduction Issue Research
Methodology
Context Data Discussion Conclusion
Case Study A:
Analysis of scenario
Objectives: to identify main arguments in a text
and to write a persuasive structured essay
Activities:
Week 1: read and identify the structure of a text on
Applied Linguistics
Week 2: Critique of students work and own work
Week 3: write a short essay (300 words) on a topic on
Applied Linguistics
Introduction Issue Research
Methodology
Context Data Discussion Conclusion
Resources:
text on the importance of a pedagogical scenario
for foreign language learning (8 Pages)
Course components:
Identify the main ideas of a text
How to write sentences summarizing a paragraph
transitions
Connecting words
What is the structure of a paragraph
Evaluation
Three or four links for each course
Introduction Issue Research
Methodology
Context Data Discussion Conclusion
Tutoring (Accompagnement):
Virtual office hours Tuesday, Thursday, Sunday via
a chat from 7pm to 8pm
Discussion forums for individual and group
feedback
Announcements for homework to be done
Corrections and feed-back on all submitted work
Introduction Issue Research
Methodology
Context Data Discussion Conclusion
Reflective teaching:
No major group problem. Everyone had a
specific task: native speakers gave feedback
and designed course content; non-native
speaker looked for Internet links and
approved course task as an informant
Difficulties: technical challenges; wrong
format for the posted homeworks; not enough
interaction on the forum; text too long;
Introduction Issue Research
Methodology
Context Data Discussion Conclusion
Difficulties:
Indications for final work not clear enough;
students gave their homework late and group
discussions could not take place
Changes to be brought:
Send personal mails to students to remind them of
work to be done
Design tasks that can be done independently
What we have learned:
On-line tutoring requires a lot of time to design and
follow activities
Need to give detailed explanation so students
understand what needs to be done
Need to plan everything
Content needs to be motivating
Research article:
Our main challenge was to motivate students
Celik, C. (2009) « Analyse de pratiques de tutorat
dans un campus numérique de maîtrise de FLE à
distance » Alsic, vol 11
Decamps, S., Depover, C. et De Lièvre, B. (2009)
Moduler l’encadrement tutoral dans la
scénarisation d’activités à distance, Actes du
colloque EPAL.
What they have learned from research:
Quality of tutoring influences the number of stay-
ins/drop-out
Tutoring can help retain students (vs no tutoring)
Pro-active responses helps retain students and
help them use fully all resources provided on the
LMS
« We should have been more proactive »
User’s point of view
interviews (2)
Motivation: does not like on-line components; late
registration
Did understand that writing an esssay in French is
not the same that writing an essay in English thank
to the tutors feedback
Could not identify who was tutoring
Feedback was not precise enough
User’s point of view
Questionnaire (3)
Problem with understanding when the on-line
component started, who was in charge (2), who to
contact in case of problems,
Too many activities (3), too difficult, not organized
enough
No individual help (2) and no understanding as to
how one was being evaluated (2)
Overall, the on-line tutors realized that
they were not just there to give
homeworks and grade them but to
create a relationship with the students
in order to keep them motivated and
on task.
Nonetheless, tutors are not attentive
enough to individual needs (what can
I help you with?)
Group B:
Objectives: improve style and sentence
structure
Activities: write a short essay (200 words),
identify the key areas of difficulties, write a
lesson about it and write a second essay (300
words) to see if improvement; write on a blog
about your challenges as a foreign student in
Strasbourg
Group C:
Objectives: review grammatical points and
understand text writing
Activities: formative tests on grammar; write a
complex sentence; write a collaborative text
Group D:
Objectives: understanding grammar points
and writing a short text
Activities: grammar lessons and text
production
My project:
Assessing a project-based practice with a
reflective teaching methodology
Course content: on-line tutoring
Introduction Issue Research
Methodology
Context Data Discussion Conclusion
Through their reflective teaching portfolio, all tutoring groups identified the main difficulties of on-line tutoring:
Time
Availability
Being proactive
Being precise when giving feedback
Distributing and sharing roles
Introduction Issue Research
Methodology
Context Data Discussion Conclusion
Reflective teaching allows tutors to reflect
on changes that need to be brought to
their project
Dialogic conversations with research
allows them to seek answers
Tutors still need feedback from students to
complement reflection as well as teacher’s
feedback
Introduction Issue Research
Methodology
Context Data Discussion Conclusion