Adopting a Janus Perspective: Moving Forwards and Backwards through Our Teacher Professional Experiences

Autor/inn/en	Bates, S.; Wright, V.
Titel	Adopting a Janus Perspective: Moving Forwards and Backwards through Our Teacher Professional Experiences
Quelle	In: International Journal of Lifelong Education, 38 (2019) 3, S.241-253 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2019.1585394
Schlagwörter	Journal Writing; Teacher Collaboration; Figurative Language; Reflection; Critical Thinking; Ethnography; Autobiographies; Faculty Development; Collaborative Writing; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Zeitschriftenaufsatz; Lehrerkooperation; Kritisches Denken; Ethnografie; Autobiography; Autobiografie; Autobiographie; Ausland; Großbritannien
Abstract	The paper reports on collaborative journal writing and dialogue sustained by two education professionals with a view to engaging in meaningful reflective practice. The transition from journal writing to reporting in this paper was underpinned by knowledge of the place of reflective practice in teacher education and continuous professional development. Knowledge of the limited opportunities and time for meaningful continuous professional development, as experienced across the education sector, also informed a desire to share the writing experience with a view to encouraging other teachers to develop writing communities. As teacher educators, we relate how we came to write together and sustained a dialogue that provided us with newly framed insights into our professional lives and experiences. Our journalling told our stories and was very much in the spirit of evocative autoethnography. We describe how we naturally included sensory description related to the time and place of writing. We also used more evocative language, including the use of metaphors. Themes of critical reflection, reflexivity, embodied reflection and evocative autoethnography are therefore explored in the light of our writing experience. The journals and the associated dialogue highlight the values of such small and time constrained moments as informal professional development opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01