Reflecting on Reflection: A Case Study of One Teacher's Early-Career Professional Learning

Autor/inn/en	Attard, Karl; Armour, Kathleen
Titel	Reflecting on Reflection: A Case Study of One Teacher's Early-Career Professional Learning
Quelle	In: Physical Education and Sport Pedagogy, 11 (2006) 3, S.209-229 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
Schlagwörter	Grounded Theory; Research Design; Physical Education; Action Research; Foreign Countries; Data Collection; Physical Education Teachers; Faculty Development; Professional Development; Researchers; Reflective Teaching; Teacher Attitudes + Suchen Sie Ihr Suchwort? Forschungsdesign; Körpererziehung; Sportunterricht; Projektforschung; Ausland; Data capture; Datensammlung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Researcher; Forscher; Lehrerverhalten
Abstract	Background: It is widely claimed that critical reflection upon experience is a valuable process in which all teachers should engage in order to improve their professional practice. Assumptions are made about the benefits of reflection both for the teacher as person and professional; however, there is a lack of in-depth research on the reflective process conducted by teachers. Purpose: To illustrate and understand the process of critical reflection as it was experienced and used by one teacher to support his early career professional development. Participants and setting: A case study of one physical education teacher in a secondary school in Malta. Research design: The research takes the form of a self-study undertaken over a 30-month continuous period. The teacher-researcher was engaged in case-study research in which aspects of action research, self-study and writing as a research method were combined. Data collection: The teacher-researcher kept detailed reflective journals in which his experience of engaging in the process of professional learning through critical reflection was recorded meticulously. Data were collected at three levels: reflection upon personal practice, pupils' learning and "official" professional development activities. Reading of the wider research literature was incorporated into the reflective process. Data analysis: Data analysis was ongoing throughout the research and a systematic grounded theory process was undertaken at the end of the 30-month data collection phase. Findings: The process of reflection is characterised as a "reflective odyssey". At the beginning of the process, it was difficult for this teacher to engage in reflection in a meaningful way; however, once the habit of reflection became established, it was impossible to stop reflecting. Reflection was, at times, an uncomfortable experience and it leaked into this teacher's personal life. Reflection was not foolproof nor did it automatically lead to changes in practice. Conclusions: Although it was neither easy nor straightforward, this teacher found engaging in the process of critical reflection to be a valuable experience because it gave him a powerful sense of control over his professional learning and his professional life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10