Reflectivity in pre-service teacher education: a survey of theory and practice (Danuta Gabryś-Barker)

Tytuł Reflectivity in Pre-Service Teacher Education: A Survey of Theory and Practice Autor Danuta Gabryś-Barker Język angielski Wydawnictwo Uniwersytet Śląski ISBN 978-83-8012-556-8 kolekcja Prace Naukowe UŚ; Językoznawstwo Neofilologiczne Rok wydania 2012 Katowice Wydanie 1 liczba stron 314 Format pdf Spis treści List of Contents Acknowledgements / 9 Preface / 11 Chapter 1 Teachers as a professional group / 15 1.1 Introduction / 15 1.2 Stages in teacher professional and career development / 16 1.3 Motivation to teach / 19 1.3.1 Defining motivation to teach and its components / 19 1.3.2 A sample study of pre-service teachers’ motivations / 25 1.4 Individual differences and systems of beliefs / 30 1.4.1 Teachers’ beliefs about teaching / 30 1.4.2 Self-concept and teacher identity / 32 Defining the concepts / 32 The process of professional identity development / 36 1.4.3 Pre-service teachers’ sense of the teaching profession / 41 Metaphors of teaching in teachers’ narratives / 41 A sample study of pre-service teachers’ metaphoric categorisation of teaching / 42 Pre-service vs in-service teachers’ professional identities / 48 1.5 Pre-service teachers’ initial development / 51 1.5.1 Challenges faced and thematic concerns expressed / 51 1.5.2 A sample study of pre-service teachers’ challenges and areas of concerns / 53 The study group / 53 The thematic areas of concerns / 53 The pre-service teachers’ comments on project theme choices / 57 1.6 Pre-service teachers in the period of school placement / 58 1.6.1 Teaching practice: its functions and learning dimensions / 58 1.6.2 A sample study of trainees’ evaluation of school-based experiences / 64 1.7 Summary: The profile of a pre-service teacher / 68 Chapter 2 Reflectivity in teacher development / 71 2.1 Introduction / 71 2.2 Reflection and reflectivity / 74 2.2.1 Defining reflectivity (an overview of different perspectives) / 74 2.2.2 Different levels of reflection / 75 2.2.3 Teachers in action: levels of reflection / 78 2.2.4 Reflection in teaching / 79 2.2.5 Domains in teachers’ reflectivity (empirical data) / 80 2.3 Teaching as a knowledge-constructing process / 84 2.3.1 Knowledge construction as a process / 84 2.3.2 Expert vs novice knowledge / 86 2.3.3 Critical thinking and problem solving as attributes of knowledge construction / 87 2.3.4 Experiential learning as learning about teaching / 90 2.4 Reflective practice in learning to teach / 93 2.4.1 Defining reflective practice and its characteristics / 93 2.4.2 Diagnosing pre-service teachers’ reflectivity (empirical data) / 98 2.5 Pre-service teachers’ training in reflective teaching / 99 2.5.1 Areas and focus of reflection development / 99 2.5.2 Classroom research as a form of reflectivity development / 102 Action research as reflection on FL teaching and learning / 102 The stages of AR projects / 105 Difficulties in carrying out AR projects at the pre-service level / 108 2.6 Summary: Creating a new reflective practitioner / 109 Chapter 3 From critical incidents to critical events in classroom practice / 112 3.1 Introduction / 112 3.2 The nature of attention and consciousness / 114 3.3 Teacher presence and classroom awareness / 117 3.4 Critical incidents (CIs) / 119 3.4.1 Defining a critical incident / 119 3.4.2 I dentifying, describing and analysing critical incidents / 126 3.4.3 Studies of critical incidents in teaching / 131 An experienced vs a novice teacher (a case study on CIs) / 131 The impact of critical incidents / 132 Affect-triggering occurences as critical incidents / 134 "Seeking satisfaction" / 135 "Bumpy moments" in teaching / 137 3.5 The cognitive focus of CI analysis: thinking skills / 139 3.6 The affective focus of CI analysis: appraisal systems in teaching / 140 3.6.1 The nature of appraisal values / 140 3.6.2 Tools of appraisal measurement / 143 3.6.3 A sample study of appraisal systems in teaching / 144 3.7 Summary: From a critical incident to a critical event / 148 Chapter 4 Diary studies in developing teachers’ reflectivity / 151 4.1 Introduction / 151 4.2 Teacher narratives as a way of constructing professional knowledge / 152 4.3 Teacher diaries (journals) as tools of professional development / 158 4.3.1 F unctionalities of diaries / 158 4.3.2 Characteristics of diaries / 160 4.3.3 How to write a diary / 162 General guidelines / 162 Structuring and analysing a diary entry (an example) / 164 Pre-service teachers’ diary writing / 166 4.4 Sample studies / 167 4.4.1 The thematic concerns of diaries: an overview of focus areas / 167 4.4.2 Stages in teacher development / 168 4.4.3 Journal writing as a way of developing reflective thinking / 171 4.4.4 The major diary concerns of pre-service teachers / 172 4.4.5 Emotional and cognitive dissonance in L2 teachers’ development / 174 4.4.6 Affectivity in language learning experiences / 178 4.4.7 Diary as a self-assessment tool / 179 4.4.8 Teacher learning – student learning / 181 4.4.9 Pre-service teachers’ perceptions of diary writing / 183 4.5 Summary: Teacher stories in diaries / 186 Chapter 5 A study of pre-service teachers’ development through diary use / 190 5.1 Introduction / 190 5.2 Project design / 193 5.2.1 Research focus / 193 5.2.2 Pre-service teachers as a study sample and the teaching context / 195 5.2.3 Data collection tools / 197 The one-year teacher diary / 197 Narrative text / 199 5.2.4 Procedures / 200 5.3 Data presentation and analysis / 201 5.3.1 Narrative texts on perceptions of oneself as a pre-service teacher / 201 5.3.2 I dentification of CIs and their topic focus / 204 Topic concerns of pre-service teachers / 204 My beginnings / 208 In the middle / 210 Towards the end / 211 Shifts in concerns: a comparison / 212 5.3.3 Analysing critical incidents / 214 Ways of reflecting / 214 Examples of the trainees’ diary entries and their own analysis / 215 My beginnings / 215 In the middle / 219 Towards the end / 223 A comment on trainees’ ways of reflecting across the three stages / 226 5.3.4 Self-evaluation: successes and failures / 228 My beginnings / 228 In the middle / 232 Towards the end / 236 Success vs failure rate at different stages: a comparison / 239 5.3.5 My year at school – trainees’ final evaluation of themselves / 240 Conceptualising teaching / 240 Self-evaluation: strong and weak points / 241 A way forward / 244 5.4 Summary: Becoming reflective as an evolving process / 245 Epilogue: On improving teacher training paradigms / 250 Appendix: Unedited sample diary entries / 263 References / 271 Index of names / 293 Subject index / 301 Streszczenie / 307 Zusammenfassung / 308