EDUC550

Assessment 1

Part A
What do we mean by Reflective Practice as an approach to educational
research? How might it be useful as a tool for your professional development as a
teacher?

Reflective practice requires the individual to consider and evaluate past

performances to actively seek improvement for future actions (Cowan, 2014).

Reflection practise is now recognised widely as an essential component of

professional development and lifelong learning (Boud, 2010). It allows for people to

deconstruct, question, and develop more effective approaches for the future.

Furthermore, reflective practice is linked to personal meaning and promotes critical

discussion, evaluation, justification, and interpretation of actions (Cowan, 2014).

Educational research on reflective practice promotes confidence in classroom,

production of new ideas and a greater understanding into student learning. When

educators conduct their own research into reflective practice it has a positive impact

on their professional development in this area (Bloomfield, et al, 2004). Furthermore,

Action Research is a broad professional development tool utilised by teachers to

identify problems, implement new strategy, and alter classroom practice. Action

Research for new teachers can be extremely beneficial to discovering and testing

their own teaching practice. Through implementing narrative accounts and reflective

journals new teachers can create a meaning from their experience teaching and

make informed decisions on how to best improve their teaching practice (Leshem &

Trafforfd, 2006).
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Investigating a variety of reflection practices will provide teachers with the tools to

implement reflection into their teaching experiences and in turn promote positive

professional development (Jay & Johnson, 2002). Reflection is considered a

necessary component for teacher learning and should be combined with self-

questioning and observations of peers to allow effective planning for future

approaches (Cowan, 2014).

Select one of the following: Autoethnography

Discuss the key strategies used in this research method. How might these strategies
be useful for reflecting on your teaching practice?

Autoethnography a reflective practice, this approach encompasses a focus on the

writer’s personal experience to understand cultural experience and connect to wider

social experiences (Ellis, Adam & Bochner, 2011). Autoethnography is both a

process and a product of self-reflective practice and is the combined characteristics

of autobiography and ethnography (Ellis, Adam & Bochner, 2011).

Autobiography is when the author writes about selected past experiences in which

they often encompass significant moments in that person’s life. These experiences

are normally assembled using hindsight and reveals ways in which this individual

negotiated with their memories, feelings, recollections (Ellis, Adam & Bochner,

2011).

Ethnography is the study of a culture’s beliefs, shared experiences, common beliefs,

and practices to help individuals from differing cultures to have greater insight.

Ethnographers become participating observers in a culture by collecting field notes

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of cultural happenings, analysing architecture, movies, books and clothing as well as

examining language and cultural norms (Ellis, Adam & Bochner, 2011).

Autoethnographies are the product of interpersonal and personal experiences with

layered cultural knowledge in such a way that is meaningful to a wide audience.

There are several forms of autoethnography: indigenous ethnography narrative

ethnography, reflexive interview/ethnography, and community ethnography.

Autoethnography strategies can be used to reflect on personal teaching practices as

it allows the individual to keep open minds throughout research and writing. Through

writing personal stories, it allows the writer and the reader to feel validated and to

develop coping mechanisms to change their circumstances. Personal writings allow

the author to identify issues and seek to improve or better there situations,

understandings and relationships (Ellis, Adam & Bochner, 2011).

References:

Bloomfield, D. Taylor, N. & Maxwell, T. (2004). Enhancing the link between university
and schools through action research on teaching practicum, Journal of Vocational
Education & Training, 56 (3). 355-372.
Boud, D. (2010). Relocating reflection in the context of practice, In Bradbury, Frost,
Kilminster & Zukas (Eds.), Beyond Reflective Practice: New Approaches to
Professional Lifelong Learning, New York, Routledge. 25-37.

Cowan, J. (2014). Noteworthy matters for attention in reflective journal writing, Active
Learning in Higher Education, 15(1)53-64.

Ellis, C., Adams, T. and Bochner, A. (2011). Autoethnography: An overview. Forum:

Qualitative Social Research, (12)1.

Jay, J. & K. Johnson, (2002). Capturing complexity: a typology of reflective practice

for teacher education, Teaching and Teacher Education, 18, 73-85.
Leshem, S. & V. Trafforfd, (2006). Stories and mirrors: reflective practice in teaching
and learning, Reflective Practice, 7:1, 9-27.
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Part B
Using Teaching Strategies (3.3.1)

Select and use relevant teaching strategies to develop knowledge, skills, problem

solving and critical and creative thinking (Australian Institute for Teaching and School

Leadership (AITSL), 2017).

Personal Reflection

I believe that as an educator we need to be equipped with a wide range of teaching

strategies and styles, as students in a classroom often have diverse learning needs

and abilities. As a new teacher, I would like to develop and expand my knowledge on

a variety of teaching strategies to ensure that my lessons are diversified, relevant

and challenging. I believe that all students regardless of their learning ability should

be provided with pedagogy which promotes knowledge, skills, problem solving, and

critical and creative thinking. Learning about reflective practice has made me

question my own understanding for teaching practices, and it has become clear I

have limited strategies to ensure all students are working in their zone of proximal

development. I am therefore interested and motivated to learn more strategies to

ensure students learn in an environment which best promotes cognitive development

and positive learning outcomes. Through the research project, I endeavour to

evaluate and analyse a diverse range of teaching strategies and explore the impact

that these strategies have on student learning. Through this project I hope to deepen

my understanding and implementation of teaching strategies for my future

classroom.
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Assessment 1

Literature Review

Research of both informal (situated knowledge) and formal (textbooks, journals) has

highlighted the importance of teachers identifying learning styles which best support

student learning. Through research we now understand that when teachers identify

optimum learning styles for their students, students too become aware of their own

learning process and increase their learning outcomes (Graf, et al, 2009).

The idea that we as humans are not passive learners began to spread and a rise in

the importance of active learning, student centred approaches has begun to take

over the classrooms (Shuell, 1986). In western education, we have seen a shift from

teacher centred learning to student centred learning, with a focus on individual

learning styles (Keefe, 1991). A students preferred learning style is linked to their

characteristic indicating how they best enjoy learning. These varying learning styles

can be utilised as an instructional strategy by teachers to form greater cognition,

context, and content of learning for their students (Keefe, 1991).

Cognitive psychology has influenced educational learning theory with learning

viewed now as an active, constructive process that allows for higher-level

processing, prior knowledge, and analysation of learning tasks (Shuell, 1986).

Emerging teaching strategies in the classroom now include teamwork,

implementation of ICT, debates, and discussion which research has proven to

increase student engagement and produce higher achievement outcomes (Hidalgo &

Lopez, 2018).

Research has shown us that implementation of cooperative learning through the

jigsaw method results in social, personal, and academic benefits. With social and
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personal outcomes resulting in a growth in social interaction, self-control, self-

management, and independence. Academic benefits of the jigsaw method saw a

reduction in classroom intimidation, improved reading ability and greater knowledge

retention (Glasgow & Hicks, 2009).

Teachers who implement a diverse range of teaching strategies into their pedagogy

are more likely to have confidence in their classroom and report to feel they have

adequate resources to support their classroom teaching (AITSL, 2017). Glasgow &

Hicks (2009) argue that continual reflection on their classroom experiences is

essential to being a successful teacher.

Situational Analysis

Kootingal Primary School is a public school based in rural NSW. The student

population is multicultural, with the main group being Indigenous Australians. The

classroom I will be completing the practice in is a blended year 1/2 class (Stage 1). It

is comprised of 16 students. One female student has been diagnosed with down

syndrome; she receives extra support for 1 hour during the school day. Although the

classroom will require some level of differentiation, overall, the class appears to be of

similar academic ability. The resources in the classroom include a whiteboard,

workbooks, and ICT laptops.

Ethics & Data Collection

To collect my data, I will use journals. Journals are a triangulated approach and as a

qualitative tool allow for the construction of truth and meaning to be interpreted by

individuals. The journaling that I will complete throughout the entirety of my

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placement will be based on both evaluation and critical reflection of my classroom

observations, lesson programs, and comments from supervision teacher. My critical

reflection will include description, understanding and future practice (Burton, 2000).

My journaling will take place immediately after each lesson to ensure fresh

information is recorded. To analyse data collected from my journals, I will implement

a coding system to place my recording into. This coding system will be filled out at

the conclusion of each day, followed by the end of each week. This data will then be

used for critical reflection on my teaching practices.

Ethics associated with journaling will require consideration of students and the

community, power relations, sensitivity, and protocols for all students as well as any

learning needs, indigenous or EAL/D students. NHMRC (1999) states that all human

interaction which involves human research needs to be conducted ethically. This

involves informed consent and confidentiality from all participants, ensuring and

ensuring no harm to participants through implementation of correct policy and

procedure.

Analysis

The following criteria will be used to analyse data from the implementation of

different teaching strategies.

- What worked well with the student?

- What did not work well with the students/what could I improve on?

- Did the students enjoy the teaching strategy?

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- Did the students feel the teaching strategy was useful?

- Was the strategy based of a previously learnt theory?

- Will you use the teaching strategy again?

Dissemination

My findings of the data collected and analysed from the firsthand formal research will

be presented in a report. This will include in detail the aim, method, results, and

conclusion. This report will be an essential component for my own reflection of

teaching practices in the classroom and will assist in my professional development

as an emerging teacher. Through this report I will develop my classroom

management skills and improve in my overall practice while considering future

deliveries of pedagogy.
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Assessment 1

Reference List

Australian Institute for Teaching and School Leadership Ltd. (AITSL). (2017). Tools
and Resources in 3.3 use teaching strategies, Retrieved from
https://www.aitsl.edu.au/tools-resources/resource/who-am-i-puzzles-illustration-of-
practice

Burton, A. (2000). Reflection: Nursing’s practice and education pacaea?, Adj Nurs.
31(5) 1009-1017.

Glasgow, & Hicks, C. D. (2009). What Successful Teachers Do: 101 Research-
Based Classroom Strategies for New and Veteran Teachers. In What Successful
Teachers Do: 101 Research-Based Classroom Strategies for New and Veteran
Teachers (2nd ed.). Corwin Press. https://doi.org/10.4135/9781483350417

Graf, Kinshuk, & Liu, T.-C. (2009). Supporting Teachers in Identifying Students’
Learning Styles in Learning Management Systems: An Automatic Student Modelling
Approach. Educational Technology & Society, 12(4), 3–14.

National Statement on Ethical Conduct in Research Involving Humans. (1999).

National Health and Medical Research Council.

Hidalgo-Cabrillana, & Lopez-Mayan, C. (2018). Teaching styles and achievement:

Student and teacher perspectives. Economics of Education Review, 67, 184–
206. https://doi.org/10.1016/j.econedurev.2018.10.009

Keefe, J. W. (1991). Learning style: Cognitive and thinking skills. Reston, VA:
National Association of Secondary School Principals.

Schuell, T. (1986). Cognitive Conceptions of Learning. Review of Educational

Research, 65(4), 411-436. Retrieved from http://www.jstor.org/stable/1170340.