Research
Reflections |
Friday 11 March
Constructing a Reflective Analysis Framework within Teacher Training
This project explores ways in which formative reflective practice in initial teacher training might be supported by the development of a reflective analysis framework. McGill (2000) proposed that developing reflective skills initialises a teaching career from a foundation of enhanced proficiency. ‘Critical incident analysis’ is a technique advocated by Tripp (1993), whereby teachers learn to identify classroom occurrences and use them as a focus for critical reflection. Tripp proposed that the benefit of the technique is that it supports teachers in turning a ‘real life’ problem into a theoretical concept, rather than more obliquely using abstract theoretical concepts to deal with ‘real life’ problems. For inexperienced practitioners and trainees, however, it can be extremely difficult to confidently identify and draw meaning from such classroom incidents.
With the emphasis on the construction of a framework of analysis that may be useful in laying open some of these experiences, the first stage of the project involves in-service school practitioners, and students and staff engaged in initial teacher education. Making these connections between research and practice within Education is essential if we are to better inform the development of strategies that support, not only teacher training, but also the refreshing of professional expertise.
Pam Jarvis & Dr Jon Tan
School of Education & Professional Training
References
McGill, M. (2000) A Sting in the Tale: Use of Anecdote as a Research Tool, available at: http://www.aare.edu.au/00pap/mcg00120.htm [Accessed on 16th October 2004).
Tripp, D. (1993) Critical Incidents in Teaching, London, Routledge Falmer.
