Continuous Collaborative Reflection Sessions in a Professional Learning Community: The Development of Grade 8 Natural Sciences Teachers' Reflective Practice

Autor/inn/en	Woolway, Jenny; Msimanga, Audrey; Lelliott, Anthony
Titel	Continuous Collaborative Reflection Sessions in a Professional Learning Community: The Development of Grade 8 Natural Sciences Teachers' Reflective Practice
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 23 (2019) 1, S.1-13 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Woolway, Jenny) ORCID (Msimanga, Audrey) ORCID (Lelliott, Anthony)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2018.1555985
Schlagwörter	Communities of Practice; Action Research; Prior Learning; Teacher Improvement; Teacher Participation; Reflection; Teacher Collaboration; Science Teachers; High School Teachers; Science Instruction; Foreign Countries; Audio Equipment; Educational Planning; Trust (Psychology); Pedagogical Content Knowledge; Teaching Methods; Teacher Leadership; Faculty Development; Teacher Attitudes; South Africa + Suchen Sie Ihr Suchwort? Community; Projektforschung; Vorkenntnisse; Lehrerkooperation; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Audio-CD; Bildungsplanung; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfunktionsstelle; Lehrerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Learners come to class with a wealth of knowledge. Working with learner prior knowledge (LPK) is the foundation upon which new concepts get their meaning. Yet some teachers find interacting with LPK complex. Reflecting on practice, particularly within a professional learning community (PLC), has resulted in improvements in teaching. The focus of this study was to explore how teacher participation and the level of reflection changed as teachers collaborated in a PLC. Four Grade 8 Natural Sciences teachers from a suburban high school in Gauteng were participants. Data was collected using a practical action research, research design. Results from the reflect-and-plan sessions are reported. Cycle 1 focused on how teachers work with LPK in their baseline practices, with the following cycles focused on the same content (effects of electric current), taught in successive years. Data collected from reflect-and-plan sessions was audio-recorded. From the transcripts reflective episodes were identified. Reflective episodes occurred where teachers reflected on an aspect of practice needing restructuring. Combining Zeichner and Liston's levels of reflection with O'Sullivan's basic level of reflection, teacher utterances were coded as indicating moral craftsperson, craftsperson, technician or basic technician. Results showed that, as teachers attended more sessions, so their participation and the level of their reflection increased. Teacher participation was dependent on a trusted environment. Inexperienced teachers were reliant on a leader with sound content and pedagogical knowledge guiding sessions. The importance of identifying motivated teachers to lead PLCs is highlighted. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01