Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
Transcript of Self-Reflection
Teachers may focus their own critical lens upon themselves in the process of self-reflection, and try to prove themselves not only to themselves, but also in writing to their supervisor.
We endeavor to prove teachers' effectiveness with a formal PE observation that may possibly undermine their ability to perform during a high-risk, one time observation.
In what ways does self-reflection as part of a performance evaluation impact teaching practice?
as part of Performance Evaluation
Design & Implementation
of a Tool for
English Language Centres
North Burnaby Learning Centre
Critical Inquiry through Video Analysis
PD -- May 2012
All too often “the traditional observation is viewed with hostility and even fear.”
“Observations are really a bit of a charade as both teacher and students are on their best behavior.”
Instructors' Response ...
(Marshall & Young, 2009)
Effective and collaborative supervision of language teachers involves understanding teacher and learner characteristics and needs, approaching supervision from a developmental rather than an evaluative perspective, and engaging in reflective communication.
Teachers reflecting on their own teaching practice is a more powerful stimulus to their improvement than the observation and scrutiny of an outsider.
experience + reflection = growth and development
Experience alone is insufficient for professional growth...
If we do not reflect, we cannot learn...
Reflective practice is nothing new; nonetheless, when and how it is implemented by teachers is open to possibility.
Exploring the potential of using a self-reflective approach to performance evaluations.
In 1904 Dewey observed that preparing teachers to be critically reflective about their practice maybe more important in the long term than focusing on mastery of the techniques and skills ...
June 2013, MOSAIC Vancouver Language Centre
implemented a self-reflective PE process.
make it manageable
10-15 minutes of video
the complex meanings underlying
the observable acts
Only the instructor
views the video
Even with the best of intentions,
there are limitations:
1 time observation
snapshot in a year of teaching
investment of time & energy
reality of what goes on in the classroom
unnatural state/dynamic with observer
"That's not what I would normally do!"
Goal is improvement
Develop strategies for change
Sensitivity in Debriefing Sessions:
Identify strengths & weakness
Invite instructor's perspective
What went well?
What would you have done differently?
(Richards & Nunan 1990)
skills & behaviours
Getting teachers to ask questions they may not normally ask!
Jennifer Dodds - Team Leader, NBLC
Facilitated by Jennifer Dodds, Team Leader
“Each of us needs to construct, reconstruct, and revise our own teaching.”
(Richards & Nunan, 1990)
"...adopt a critical attitude to ourselves as individual second-language teachers – to challenge our espoused personal beliefs about teaching."
(Richards & Nunan, 1990)
"does not involve the modification
of behavior by externally imposed directions or requirements" rather it requires "deliberation and analysis of our ideas about teaching as a form of action based on our changed understandings."
(Richards & Nunan, 1990)
In line with
current trends in
Power-shift from supervisor to teacher
Teachers take ownership over their
more inquiry-based & discovery oriented
Atkins, L. & Wallace, S. (2012). Qualitative research in education. London: Sage Publications.
Armstrong, S.J., & Fukami, C.V. (2010). Self-Assessment of Knowledge: A Cognitive Learning or Affective Measure: Perspectives From the Management Learning and Education Community. Academy of Management Learning & Education. 9(2). [Accessed October 20, 2013]
Bailey, K., Curtis, A. & Nunan, D. (2001). Pursuing Professional Development: The Self as Source. Boston, MA: Heinle and Heinle.
Dewey, J. (1904). The relation of theory to practice in education. In C. A. Murry (ed.), The Relations of Theory to Practice in the Education of Teachers. Third Yearbook of the National Society for the Scientific Study of Education, Part 1. Chicago: University of Chicago Press.
Dunning, D. (2006). Self-Insight: Roadblocks and Detours on the Path to Knowing Thyself. Taylor and Francis. e-book. [Accessed October 20, 2013]
Dunning, D., Heath, C., & Suls, J.M. (2004). Flawed Self-Assessment: Implications for Health, Education, and the Workplace. 5(3). Psychological Science in the Public Interest. [Accessed October 20, 2013] http://www.jstor.org/stable/40062350
Edge (2006). Computer-mediated cooperative development: non-judgmental discourse in online environments. Language Teaching Research, April 2006 10: 205-227. [Accessed April 5, 2014.]
Edge, J. (2007). Developing the community of practice in the Adult Migrant English Program. Prospect 22/1: 3-18.
Farrell, T.S.C. (2008). Reflective Practice in the Professional Development of Teachers of Adult English Language Learners. CAELA NETWORK Brief. [Accessed April 24, 2013] http://www.cal.org/caelanetwork/pdfs/ReflectivePracticeFinalWeb.pdf
Farrell, T. S. C. (2007). Reflective language teaching: From research to practice. London: Continuum Press.
Freeman, D. (1982). Observing Teachers: Three Approaches to Training and Development. TESOL Quarterly. 16(1). [Accessed April 10, 2013] http://www.jstor.org/stable/3586560
Gebhard, J.G. & Oprandy, R. (1999). “Exploring our teaching.” from Gebhard, J. G. Language teach0ing awareness: a guide to exploring beliefs and practices. pp. 3-19. Cambridge: Cambridge University Press. [Accessed April 5, 2014.]
Goker, S.D. (2005). Impact of peer coaching on self-efficacy and instructional skills in TEFL teacher education. System, 34, 239-254. [Accessed April 5, 2014.]
Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teacher and Teacher Education. 18,73-85.
Kawulich, B.B. (2004). Data Analysis Techniques in Qualitative Research. In Darla Twale (Ed.), Journal of Research in Education, 14(1) P. 96-113. [Accessed March 23, 2014.]
Lincoln, Y.S. and Guba, E.G. (1985). Naturalistic Inquiry. Newbury Park. CA: Sage Publications.
Marshal, B., & Young, S. (2009). Observing and Providing Feedback to Teachers of Adults Learning English. CAELA NETWORK Brief. [Accessed May 25, 2013] http://www.cal.org/caelanetwork/pdfs/ObservingProvidingFinalWeb.pdf
Nunan, D. (1992). Research Methods in Language Learning. Cambridge: Cambridge University Press.
Pennington, P.C. & Young, A.L. (1989). Approaches to Faculty Evaluation for ESL. TESOL Quarterly, Vol. 23, No. 4. [Accessed August 10, 2014.]
Quirke, P. (1996). Using Unseen Observations for an In-service Teacher Development Programme. The Teacher Trainer. 10 (1). [Accessed April 10, 2013] http://www.philseflsupport.com/unseenobs.htm
Richards, J. (1998). Beyond Training. New York: Cambridge University Press.
Richards, J., & Nunan, D. (1990). Second Language Teacher Education. New York: Cambridge University Press.
Richards & Farrell (2005). Professional Development for Language Teachers: Strategies for Teacher Learning. New York: Cambridge University Press.
Richards, J.C. & Lockhart, C. (1994). Reflective Teaching in Second Language Classrooms. Cambridge: CUP.
Roberts, J. (1998). “Provider Roles in ITE” from Roberts, J, Language teacher education, pp.152-179, London: Edward Arnold. ISN: 034064625X [Accessed May 25, 2013]
Roulston, K. 2010. Reflective Interviewing: A Guide to Theory and Practice. Sage: London. [Accessed January 18, 2014]
Sheal, P. (1989). Classroom observation: training the observers. ELT Journal, 43/2: 92-103. [Accessed August 22, 2014.]
Slauoti, D. (2014). Skype Interview. August 20, 2014.
Stillwell, C. (2009). The collaborative development of teacher training skills. ELT Journal, Vol. 63/4. [Accessed February 25, 2013.]
Vasquez, C. & Reppen, R. (2007) Transforming Practice: Changing Patterns of Participation in Post-observation Meetings. Language Awareness, 516:3, 153-172. DOI:10.2167/la454.0 [Accessed April 7, 2013]
Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education. 72 (1), 67–88.
van Lier, L. (1988). The classroom and the language learner. Longman. London.
Zeichner, K., & Liston, D. (1985). Varieties of discourse in supervisory conferences. Teaching and Teacher Education, 1, 155-174.