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Beyond the Classroom: Critical Reflection in Teacher Education

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Mike Blamires
Mike Blamires

D1 - Ruth Heilbronn & Liz Wright (University of London IOE ): Developing articulation of critical reflection in ITE – writing at Master’s level

Education
1 of 39
 
 
 
 
 
. ,[object Object],Critical reflection…. goes beyond accepted ways of thinking and behaving .. invites alternative ways of understanding (Scott p126 2000) considers personal experiences within wider socio-historical and politico-cultural contexts (Hatton & Smith p35 1995)
Critical reflection at M level is long & wide: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Wider perspectives than own classroom ,[object Object],[object Object]
Wider perspectives: from the literature ,[object Object],[object Object],[object Object]
 
 
 
 
 
 
 
 
. ,[object Object],[object Object]
Mueller (2006): reading students’ assignments can help us to understand more about their experiences of learning to teach - they provide a ‘rich understanding’. ,[object Object],[object Object],[object Object],[object Object],[object Object],[email_address]
Learner stance ,[object Object],[object Object],[object Object],[object Object],[object Object],[email_address]
Learner stance: Between a rock and a hard place ,[object Object],[object Object],[object Object],[email_address]
Learning journey: questions satisfied with answers… ,[object Object],[object Object],[email_address]
To…an acceptance that answers will come ,[object Object],[object Object],[object Object],[object Object],[email_address]
Learning to be a learner ,[object Object],[email_address]
Pedagogical framing ( Siraj-Blatchford and Sylva, 2004) ,[object Object],[email_address]
Pedagogical framing ( Siraj-Blatchford and Sylva, 2004) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[email_address]
Articles as pedagogic framing ,[object Object],[object Object],[object Object],[object Object],[object Object],[email_address]
Alexander: wider cultural contexts ,[object Object],[email_address]
Cont. ,[object Object],[object Object],[email_address]
Attard and Armour: reflection ,[object Object],[email_address]
cont. ,[object Object],[object Object],[email_address]
Critical reflection…educationally literate teacher ,[object Object],[object Object],[email_address]
Mok: dangerous discourse ,[object Object],[email_address]
Cont. ,[object Object],[object Object],[email_address]
Dangerous discourse within critical pedagogy requires courage: moving from rhetoric to action ,[object Object],[object Object],[object Object],[email_address]
Pedagogical choice ,[object Object],[object Object],[object Object],[object Object],[email_address]
UCET Annual Report 2006- debate not answers ,[object Object],[object Object],[object Object],[email_address]
References ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[email_address]
References ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[email_address]

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Beyond the Classroom: Critical Reflection in Teacher Education

Editor's Notes

  1. 5 mins - General Intro - who we are. 55 mins - Presentation (35 mins RH and 35 mins LW). 20 mins - Discussion TOTAL = 75 mins 1.30 - 2.45 pm --------------------------------------------------------------------------------------------------------------------- Ruth. - 25 mins . Ways of working, principles that underpin module. Aim - To develop STs as critically reflective practitioners. Module is cross phase - similarities and differences are fruitful to ongoing and continuing discussion.. Content slightly different principles same. Common to both are the RW pieces…Differences in way put together. ------------------------------------------------------------------------------------------- Liz - 25 mins. Selection of Journal articles. What led, Starting with a piece of writing. Way articles can be barriers to student learning. What are the requirements of journal articles that will engage? (they can choose from many, building on prior experiences. CHOICE, primary element. Articles - element of conflict/need integration between academic discourse and classroom. Readerly and writerly texts. Students prior writing.