Collaborative Reflection

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Enhancing Professional Development of Iranian EFL Teachers through Collaborative Reflection

The purpose of this study was to examine if collaborative reflection affects developing teachers’ teaching knowledge and skills. The original number of participants was 126 from different cities in Iran, out of which 52 were found homogeneous via the results of the B2 First exam and also based on returning the needs analysis survey. The participants were
then asked to sit for Cambridge Teaching Knowledge Test (TKT) Modules 2 and 3 as pre-and post-tests. What came next was randomly assigning the participants into two experimental and control groups. As per the results of the needs analysis survey, nine topics pertaining to teaching knowledge and the participants’ interest were given to them in the form of a pamphlet. The experimental group had 2-3 collaborative reflection sessions held face to face per week. Each session lasted 45-60 minutes and was totally video-recorded. The participants in the experimental group were further divided into two modes, namely
leveled and non-leveled, which was the moderator variable. In the control group, on the other side, no collaborative reflection took place, but the pamphlets were given to them to be studied individually. The results of the t-test run on the TKT scores indicated that there was a significant difference between the experimental and control groups. However,
leveled and non-leveled groups did not show any significant difference in their gains. The implications and some suggestions for further study are provided at the end.

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Microblogging about teaching: Nurturing participatory cultures through collaborative online reflection with pre-service teachers

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- by Daniel G Krutka and +3
  Raymond Flores
  Katherine Cramer
  Ashlie Jack
- •
- 7
  Reflective Practice, Teacher Education, Social Media, Reflective Teaching

Improving Speaker's Use of Segmental and Suprasegmental Features of L2 Speech

Unlike L1 acquisition, which is based on automatic acquisition, L2 adult learners' acquisition of English phonology is based on mental reflection and processing of information. There is a limited investigation of L2 phonology research exploring the contribution of the cognitive/theoretical part of pronunciation training. The study reports on the use of online collaborative reflection for improving students' use of English segmental and suprasegmental features of L2 speech. Ninety participants at the tertiary level at Tabuk university in the kingdom of Saudi Arabia were divided into two groups which used an online instruction. The only difference between the instruction of the experimental group and the control group is that the experimental group spent part of the time of instruction on collaborative reflection, while the control group spent this time on routine activities without using collaborative reflection (but all other activities were the same). The results showed that the online collaborative reflection improved the pronunciation of the experimental group. The learners learned the pronunciation of the major segmentals (e.g., vowels, consonants, diphthongs), minor segmentals (e.g., the way of articulation), and the suprasegmental features (e.g., intonation, stress). The results also showed that students perceived the online collaborative reflection as a helpful means in improving their use of L2 English phonology features. The findings have important implications and contribute to our theoretical knowledge of second language acquisition and L2 phonetics instruction research.

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Using the pluriverse concept to critique Eurocentrism in education

It is widely acknowledged that teachers need to interrogate and transform how Eurocentrism underpins educational practice. This paper argues that teachers can actively engage with decolonial frameworks and concepts to productively expose how Eurocentric categories of thought shape teaching practice and curriculum. We describe how six teachers "walked with" the decolonial concept of the pluriverse (a sense of multiple co-existing differences) during collaborative reflections about our diversity teaching of culturally safe healthcare. Our research processes drew on the principles of collaborative, reflective practice. We co-participated in conversations, which aimed to collectively explore how the pluriverse concept intersected with our teaching and undertook qualitative co-analysis of themes emerging across these dialogues. The paper outlines how employing the pluriverse concept as a companion to our reflective process enabled us to ask critical questions about Eurocentrism in our teaching practice and content. Our questioning, in turn, generated principles for embedding the pluriverse in the curriculum, pedagogical approaches, and teacher dispositions. The paper discusses what enables and hinders the pluriverse being embedded in curriculum materials and classroom activities and the limitations of our activities in relation to the broader project of decolonising pedagogy.

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- by Kim McLeod and +3
  Derya Ozkul
  Duncan Robinson
  Sarah Ciftci
- •
- 5
  Reflective Practice, Pedagogy, Decolonisation, Collaborative Reflection

The Language Learning Tree: A Tool for Supporting Collaborative Reflection

Reflection and metacognition in second language learning, particularly in the context of learner development, are important and yet challenging to introduce successfully in the classroom. Aiming to address this challenge, the authors identified two tools to support students as they begin practicing reflection: a collaborative reflection protocol developed by Degeling and Prilla (2011) for use in the workplace and adapted by the authors for use in the classroom, and The Strategy Tree (Abe, Yoshimuta, and Davies, 2014)—a visual metaphor representing a learner's evaluation of their language abilities, experiences, and attitudes. In this paper, the authors describe a classroom activity using the The Language Learning Tree, a modified version of The Strategy Tree, to aid learners in beginning meaningful reflective practice. They also discuss how classroom teachers can support improved metacognition via collaborative reflection in a first-year nursing university setting (Porter) and a first-year high school setting (Hilton). Learner artifacts from the authors' respective contexts are presented and analyzed. The authors conclude by engaging in a reflective dialogue that explores their collaborative journey as researchers, as well as understandings that emerged from both their learners and their mutual work. Foremost among these is the recognition that, while no single activity will transform a learner's metacognitive capabilities, their experiences with the collaborative reflection protocol and The Language Learning Tree provide several indications that they are effective catalysts for reflective practice.

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- by Mathew Porter and +1
  Scott Hilton
- •
- 2
  Metacognition and its development, Collaborative Reflection

An action learning approach to changing teaching practice using group reflection on student and graduate feedback

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Teachers as Continual, Collaborative Learners: A Case-study of Implementing New Practices

In this study, the three teachers spoke extensively about the teacher-leader who introduced them to student-led literature discussion and the support she gave as they were learning. Even after her departure, her legacy continued, as the initial teachers are passing on the practice to new teachers. Traditionally schools tend to look to the principal, curriculum director or other specialists to provide the leadership and direction for professional development. However, by accepting the principles of adult learning this paradigm can change. More teachers are becoming informal teacher-leaders in their schools, especially when the formal processes of leadership have been ineffective. When teachers learn something new that is effective with students, they often want to share the results of their learning. Effective principal leadership, and long-term change, can be enhanced by identifying and supporting these informal leaders (Zepeda, Mayers, & Benson, 2003). If there is recognition that teachers are learners, with unique needs and issues, then the deficit model of professional development can be eliminated. Instead, by focusing on the strengths and expertise already embedded in schools and developing teacher-leaders in the schools, professional development can be relevant, empowering and influential in changing practice.

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Collaborative Reflection

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