Collaborative feedback and reflection for professional growth: Preparing first-year pre-service teachers for participation in the community of practice
Abstract
Teaching has been described as an emerging community of practice. Within such professional communities, the processes of reflection and collaborative dialogue, or critical transformative dialogue, are central to the maintenance and improvement of professional practice for individuals, and the field. This paper reports on the challenges experienced by a group of first-year pre-service teachers engaging in a process of reflection and critique with peers, as they participated in a program focused on the development of core practices of teaching. These pre-service teachers' responses indicated their growing understanding of the importance of engaging in ongoing critical dialogue, as part of the “unnatural” aspects of teaching. The paper concludes with a reflection on the value of feedback from the earliest stages of professional learning.
Reference
Daniel, G. R., Auhl, G., & Hastings, W. (2013). Collaborative feedback and reflection for professional growth: preparing first-year pre-service teachers for participation in the community of practice. Asia-Pacific Journal Of Teacher Education, 41(2), 159-172. http://dx.doi.org/10.1080/1359866X.2013.777025
Journal
Asia-Pacific Journal of Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
- Communities of Practice
- Document Analysis
- Qualitiative
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
Duration of Data Collection
Data Sources
- Questionnaire
- written feedback sheets
Data Analysis Tools
- no analysis stated
- Statistical analysis
Researcher Positionality
Research Questions
"This paper describes the experiences of a group of pre-service teachers as they engaged with their peers in a process of collabo- rative reflection and critique, as part of a program focusing on the development of what some researchers (Grossman & McDonald, 2008) referred to as core skills, or pedagogies of enactment, of teaching" (p. 159-160).
Is this research question explicit from the manuscript? No