Friday, August 29, 2014

Becoming a Reflective Practitioner as a Preservice Educator by Tom Sweigard

This is captured and share from the e-Journal for Student Teachers and New Teachers 1:2 Spring 2007, to provide addition information on reflection following the second session of AEE 412, 2014. 

Becoming a Reflective Practitioner as a Preservice Educator
Tom Sweigard, Cedarville University


D. A. Schon in The Reflective Practitioner (1983) states that “our principal formal institutions – schools, hospitals, government agencies, courts of law, armies – are arenas for the exercise of professional activity.  We look to professionals for the definition and solutions of our problems, and it is through them that we strive for social progress.” (p. 3)

Reflection-on-Action
And if we consider teachers to be professionals, then they should be able to serve society in the best possible ways.  Professionals, such as teachers, must be able to reflect on their daily endeavors so that they might improve and become the effective teachers that we expect them to be.  “Reflection – on – action” (Paulsen, Kenneth, 1995), or reflecting on lessons taught after they have occurred is a skill that teachers must develop.  With their relative lack of experience, it is important for preservice educators to be able to learn to analyze their teaching and “reflect-on-action” and make any necessary adjustments that will help them to learn and mature from the experience. The first source of informative feedback available to most instructors is themselves.  Teachers gain information about their teaching from their own observations of themselves, coupled with their own reflections (Paulson/Kenneth, 1995).

John Dewey (1933) defined reflection as “turning a subject over in the mind and giving it serious and consecutive consideration, thereby enabling us to act in a deliberate and intentional fashion. Reflection involves active, persistent and careful consideration.”(p.9)

How can we help preservice educators to be “active, persistent, and careful” in their consideration of their teaching and their thinking in regards to becoming an effective teacher?  How do we help and what is our role, as teacher educators, to prepare preservice educators in becoming reflective practitioners? To move toward improving one’s teaching, educators must systematically reflect on lessons before, during/after teaching. Freece (1999) believes that, by using a reflective framework, preservice educators develop and actively think about their teaching and strive for improvement in their teaching/students’ learning.

Reflective Journals
Teaching is a complex activity and, on any day, a teacher could be faced with a wide assortment of demands, expectations, and possibilities (Good, Whang 2002). We, as teacher educators, need to be able to help pre-service teachers to be able to handle and learn from these daily challenges. It is important that these pre-service teachers learn to become reflective practitioners. One important tool of this lifelong endeavor is the reflective or response journal.  The daily journal responses of undergraduate early childhood majors as part of a language arts methods class and field experience were analyzed.  What is it that these students include in their daily reflections? What can we (and they) learn about teaching within the process of daily journaling? How do we, as teacher educators, teach the skill of reflection with our pre-service educators?  These are the questions that need to be answered.

“Today I taught my first whole group lesson.  It could have gone so much better…. This class has a very short attention span so it is difficult to keep them occupied and focused,  I think my next activity should be “hands-on” so that they can stay more focused.” (Ally, Fall, 2007 ~ analyzing the class/making changes for future lessons)

Sometimes, teacher educators do not purposefully teach the skill of reflections and what they are looking for in their journals. This can be a challenging task. Teacher educators need to be able to facilitate the transformation of pre-service educators into reflective practitioners as they progress from their classes/field experiences into full time teaching (Good, Whang, 2002).  As in the above journal entry, Ally was disappointed in the lesson but was already making plans for change.  Journal responses from preservice educators as part of a field experience have been included throughout this article.  They serve as n assortment of responses and a window into their thinking processes as future teachers.

The response journal is used to give students a chance to think about the what but also the how and the why of teaching. What did we do? How did it go? How could it be better? Why were we doing it, anyway? It allows the preservice teacher to pause and try to “make sense” of their thinking regarding the theories/practices of teaching. (Good/Whang, 2002)

“My main lesson today was a failure!... I need to think about what went wrong and how I can improve.” (Eddie, fall, 2007, learning from mistakes)

Good/Whang (2002), in their study of the use of response journals with preservice educators, provide our overview of an instructional tool or formal to use when attempting to teach the skill of being a reflective practitioner. They divide the process into these areas:

1.  Assigning – the task of responding each class period in an 82x11” loose-leaf binder was clearly explained/assigned.

2.  Responding/reacting – students were asked to respond/react to various journal prompts – after related to outside reading material students also worked with a “journal buddy”.

3.  Grading – Instructors responded to journal entries twice during the semester, grades were partially given based on the length of the entries (40 papers for an A.) (Good/Whang, 2002)

“Everyone did a good job of staying on task.  I think they really understood the concepts, but it will be interesting to see if it transfers to tomorrow.” (Ellen, Fall, 2007, a successful lesson and yet skeptical)

In our teacher education program for early childhood and special education majors, pre-service educators (our students) have two semesters of methods courses and coupled with field experiences prior to the internship (student teaching) semester. In the first semester of methods courses, in which I teach, students are required to keep a reflective journal for the entire 15 weeks. In the first 10 weeks, students are required to write entries on a weekly basis reflecting on class activities, readings, assignments and discussions. For the final 5 weeks, students are placed in area schools and work with a classroom teacher all day, every day.

During this time of observation, teaching daily lessons and serving to aid the cooperating teacher, the students are required to write entries every day, reflecting on the day and specifically the lessons that were planned and taught. Students are instructed and encouraged to write about what happened, think about changes that could be made, how the lesson could be improved, what the preservice teacher is learning about teaching and to include questions they may be pondering about the art/science of teaching. Journals are read/graded by the instructor (me) at the beginning of the semester (after a couple of weeks) and just before field experience and at the end of field experience and the semester.

Beyond Mere Description
Students generally are very good at describing what is going on in the classroom but find it more difficult to dig deeper into the way of teaching. Why did it go the way it did? How could I improve on the lesson? Why did they react in that way? When you begin to ask questions and dig to the deeper reasons and analyze your teacher (on a daily basis), then, that is when you begin to grow/mature as a professional educator.

“Overall, I thought the lesson went well.  I know I had the students’ attention when… Next time we play this game, I’ll make sure I give clearer directions pertaining to student behavior…” (Catie, Fall, 2007, a successful lesson but making adjustments)

On what do preservice teachers reflect? We know that simply providing opportunities for teachers to reflect is insufficient because the reflection may not be productive (Davis, 2006).   I know, from experience, that preservice educators in my classes do not necessarily learn to reflect just because it is assigned. I read their journals and comment, we discuss reflection in class and they also read each other’s entries – all of which, hopefully, lead to better reflection.

“I really appreciated getting to read my buddy’s journal entries.  It helped me think of some things that I hadn’t considered.” (Jenna, fall, 2007, commenting on journal buddy reading)

Davis (2006) distinguishes between productive and unproductive reflection. Unproductive is mainly descriptive without very much analysis, usually listing ideas rather than connecting ideas. Preservice teachers may not analyze their teaching very well.  Productive reflection is likely to promote effective learning and involves questioning assumptions and seeing things in many ways.
Davis (2006) offers a number of recommendations:

1. Encourage preservice teachers to move beyond description

2. Help preservice teachers consider learning processes, learners, and content

3. Look for integration of ideas

4. Teaches learning as knowledge integration.

I think this is one of the things I look for the most – that preservice teachers in my classes learn to not only describe what is or has happened but going beyond more description. The “going beyond” includes an analysis of what could have been done differently, making connections with other experiences and on understanding of how to interpret teaching ideas. This is a process of stepping back and reflecting on the action that took place in the teaching experience. The better the preservice educator learns to do this the quicker they mature as they gain more and more experiences with students.

“I did not have enough time… I wish I had more time to work with a few of the students who struggle with the concepts.  I might give an activity, the next time, for the more advanced students and spend more individual time with a few of the students.” (Nick, Fall, 2007, problem with time/ a possible solution)

 Teacher Educator Roles
Hudson – Ross and Graham (2000) identified four primary roles that we, as teacher educators, play as more experienced teachers in a community of learners:

1. Teacher researcher

2. Reflective practitioner (especially revealing how we teach as teacher educators)

3. Member of a professional and collaborative learning community

4. Assessor in a constructivist classroom

These are extremely important roles that we, as experienced teachers, perform. On the issue of reflection, we must analyze our own teaching as we model what it means to be a reflective practitioner. It may be very important for pre-service educators to understand what we have decided is important to teach, how we have decided to teach the concepts and whether or not we considered the activity to be effective, not only after the fact but even while we were engaged in the teaching experience. This metacognitive process can and should be explained to the best of our abilities. The preservice educators could learn a great deal from this instruction/reflection. The other roles identified by Hudson-Ross/Graham (2000) are also very important but for the purpose of this article, the process of being a reflective practitioner as a teacher educator is the most pertinent to this discussion.

“One student that I thought had lost respect for me was in a respectful, cooperative mood today.  I was able to have a brief chat with him… He is a brilliant child… his intelligence causes him to be bored in school… Someone needs to challenge him to use his gifts to benefit society…” (Kathy, Fall, 2007, relationship with an individual student)

A Reflective Practitioner
“The first source of informative feedback available to most instructors is themselves.” Teachers gain information about their teaching from their own observations of themselves, coupled with their own reflections. If a teacher thinks reflectively about an episode of teaching after class, he or she engages in “reflection – on – action,” but if he or she thinks about the episode while in the midst of teaching, then “reflection – in – action” takes place. (Paulson/Kenneth, 1995 p. 40)

Self Assessment
“The ultimate foundation of all reflective practice or self-reflection is the ability and opportunity to engage in self-evaluation or self-assessment.” A great deal of self-assessment is done “automatically.” (Paulson/Kenneth (1995)

To become an excellent, reflective professional, as a teacher, a person needs knowledge but probably more importantly, experience. As you gain experiences as a teacher, hopefully a person gets better at what they do. I do not believe that that comes automatically, though. I believe that a person must step back regularly and analyze lessons, procedures/experiences and determine what was the result. Am I happy with that result or can I make change for future encounters? Sometimes, preservice educators can stimulate their own thinking about their teaching experiences. Sometimes, reflecting in a journal as a required (or not required) assignment can cause a person to reflect/analyze. Sometimes, it might take an evaluation by/or conversation with a university supervisor/cooperating teacher to stimulate that reflection.

“At this point in my experience, what I have taken to heart the most is Mrs. B’s obvious interest and warmth toward her students….  I want to be able to show that love for learning and her students the way she does.” (Carol, Fall, 2007, understanding the student/teacher relationship)

“Clearly, becoming a reflective practitioner is a desirable goal. You will know that you are moving toward reflective practice when you display the following characteristics, based on Dewey’s definition.” (Eby/Kujawa, 1998).

1. Reflective Practitioners (R.P.’s) are active – search energetically for information and solutions to problems that arise in the classroom.

2. R.P’s are persistent – committed to thinking through difficult issues in depth and continue to consider matters even though it may be difficult or tiring.

3. R.P’s are careful – concern for self and others, respect students as human beings, and try to create a positive, nurturing classroom

4. R.P’s are skeptical – realize that there are few absolutes and maintain a healthy skepticism about educational theories and practices.

5. R.P’s are rationale – demand evidence and apply criteria in formulating judgments rather than blindly following trends or acting on impulse.

6. R.P’s are proactive – able to translate reflective thinking into positive action (Eby/Kujawa, 1998)

Eby/Kujawa (1998) have described six important traits that a reflective practitioner should possess. Preservice educators can be taught, guided/shown how to develop these traits: being active; persistent; careful; skeptical, rationale and proactive. We must, as teacher educators, do our best to model the characteristics of professional reflection and why it is so necessary.

“But I think today was a great practice for me!  I learned that it is possible for me to be more firm and authoritative… even though today was crazy, it was a good learning experience.” (Ally, Fall, 2007, learning about classroom management/self)

Good Teachers Are….
“Good Teachers….
Are able to view themselves as learners
Are willing and able to grow
Are keen observers
Know the community in which they teach
Possess a strong content background in child growth and development
Have something they care to teach
Understand how young children learn
Need lots of energy
Ask questions that motivate children
Are able to take risks
Understand that organization and order are important
Are skilled at group management
Possess a willingness to explore
Are flexible
Are filled with a sense of wonder
Love teaching”
(Kramer, Goffin/Day, 1994)

Implications for Teacher Educators/Preservice Educators
Teachers need to be able to ….
1.  Understand the process of “reflection – on – action”

2.  Go beyond mere description of lessons (the what?)

3.  Learn about reflection through interaction with teacher educators, cooperating teachers and fellow preservice educators (through journal buddy reading)

4.  Learn to reflect on learners and the learning processes as well as the content

5.  Learn to integrate ideas from others and experiences to improve teaching

6.  Understand that reflective practitioners are active, persistent, careful, skeptical, rational and proactive.

In Closing….
As students reflected on their field experience after the last day, some strong emotions surfaced.  It points out that the importance of stepping back and analyzing teaching (reflecting) along with the  overall experience of working with young children.  “Miss F__, why are you leaving?”  asked  Ben, one of my first graders, in a very matter of fact way.  “I want to be a teacher when I grow up, so I am going to a teacher school to learn how to do that and school ends today, “ I replied. “Why do you want to be a teacher?” A million reasons popped into my head.  I answered Ben by saying, “I want to be a teacher so I can help others grow up and be what they want to be.”  Hopefully, this preservice educator can join the ranks of the teaching field, continue to reflect and learn and be what she wants to be – an excellent, effective teacher and , at the same time, an excellent, effective reflective practitioner.

Another student expressed his final thoughts in this way.  “These past two days have been bittersweet.  I do not want to think that this may be the last day I ever see any of these kids…. I tried my best not to cry in front of the kids… but I couldn’t help it when nobody was looking.”

And finally… “Some of my students have such hard lives. They are hungry for love and attention.  Some have already dealt with harder issues than I ever will. They are hurting.  They are needy.  I am only with them for four short weeks.  It makes me feel so insignificant.  It makes me feel so sad.  I am going to miss those kids.”

Reflection is a skill that we must help our preservice teachers to develop.  Becoming a reflective practitioner can and should involve an analysis of teaching practices and seek to improve those practices for the learning of our students but it also involves the heart.  While we are analyzing our attempts at “reflection- on – action”, we are also engaged in an intensely personal and emotional relationship with those we call “our kids”!


References
Davis, E.A. (2006). Characterizing Productive Reflection Among Preservice Elementary Teachers. Teaching and Teacher Education, 22, 281-301.
Dewey, J. (1933). How we think, A Restatement of the Relation of Reflective Thinking. Boston: Heath and Company.
Eby, J.W., Kujawa, E. 1998. Reflective Planning, teaching and evaluation: K-12, 3rd ed., Upper Saddle River, NJ: Merrill-Prentice Hall.
Freese, A. R. (1999). The role of reflection on preservice teacher development in the context of a professional development school. Teaching and Teacher Education, 15, 895-909.
Good, J.M., Whang, P.A. (2002). Encouraging Reflection in Pre-Service Teachers Through Response Journals. The Teacher Educator, 37 no. 4, 254-267.
Griffin, B.J., (1997). Helping student teachers became reflective practitioners. The Teacher Education, 33, 35-43.
Hatton/Smith (1995) Reflection in Teacher Education. Teaching and Teacher Education,11, 33-49.
Hudson, S. Graham, R. (2000). Going public: making teacher educators’ learning explicit as a role model for preservice teachers. Teacher Education Quarterly, 27, no 4, 5-24.
Jalongo, M.R., Isenberg, J.P. (2000). Exploring Your Role: A Practitioner’s Guide to Early Childhood. Cols, OH: Merrill-Prentice Hall, 6-70.
Kramer, J.F., Goffin, S.G., Day, D.E. (eds.) (1994). New Perspectives in Early Childhood Teacher Education. NY: Teachers College Press.
Paulsen, M.B., (1995). Taking Teaching Seriously, Wash., D.C.: A. Feldman. Feldman, K.A.
Schon, D.A. (1983) The Reflective Practitioner, NY: Basic Books.

Weimer, M.E. (1990) The Five-Step Process for Improving Teaching. San Francisco: Jossey-Bass.

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