Mediating pedagogical innovation via reflective practice: a comparison of pre-service and in-service teachers’ experiences

Reflective Practice

Volumn 15, Issue 5, 2014, Pages 686-699

  East, Martin ^a  

^a UNIVERSITY OF AUCKLAND   (New Zealand)

Author keywords

in service teachers; language teaching; portfolios; pre service teachers; professional development; reflection for action; reflective practice

Indexed keywords

EID: 84912001578     PISSN: 14623943     EISSN: 14701103     Source Type: Journal    
DOI: 10.1080/14623943.2014.944128     Document Type: Article

References (42)

1. Andon, N., & Eckerth, J. (2009). Chacun à son goût? Task-based L2 pedagogy from the teacher’s point of view. International Journal of Applied Linguistics, 19, 286–310.
2. Bean, T. W., & Stevens, L. P. (2002). Scaffolding reflection for preservice and inservice teachers. Reflective Practice: International and Multidisciplinary Perspectives, 3, 205–218.
3. Bogdan, R. C., & Biklen, S. K. (1982). Qualitative research for education: An introduction to theory and methods. Boston, MA: Allyn & Bacon.
4. Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81–109.
5. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
6. Bullock, K., & Muschamp, Y. (2004). Reflecting on pedagogy: Outcomes from a Beacon school network. Teacher Development, 8, 29–44.
7. Cabaroglu, N., & Roberts, J. (2000). Development in student teachers’ pre-existing beliefs during a 1-year PGCE programme. System, 28, 387–402.
8. Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 709–725). New York, NY: Macmillan.
9. Carless, D. (2007). The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35, 595–608.
10. Carless, D. (2009). Revisiting the TBLT versus P-P-P debate: Voices from Hong Kong. Asian Journal of English Language Teaching, 19, 49–66.
11. Chien, C.-W. (2013). Analysis of a language teacher’s journal of classroom practice as reflective practice. Reflective Practice: International and Multidisciplinary Perspectives, 14, 131–143.
12. Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 255–296). New York, NY: Macmillan.
13. Collin, S., Karsenti, T., & Komis, V. (2013). Reflective practice in initial teacher training: Critiques and perspectives. Reflective Practice: International and Multidisciplinary Perspectives, 14, 104–117.
14. Davis, S. (2005). Developing reflective practice in pre-service student teachers: What does art have to do with it? Teacher Development, 9, 9–19.
15. East, M. (2012). Task-based language teaching from the teachers’ perspective: Insights from New Zealand. Amsterdam/Philadelphia, PA: John Benjamins.
16. East, M. (2013). Encouraging innovation in a modern foreign language initial teacher education programme: What do beginning teachers make of task-based language teaching? The Language Learning Journal. DOI:10.1080/09571736.2013.856455
17. Fox, K. R., Campbell, M., & Hargrove, T. (2011). Examining reflective practice: Insights from pre-service teachers, in-service teachers and faculty. Journal of Research in Education, 21, 37–54.
18. Harford, J., & MacRuairc, G. (2008). Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education, 24, 1884–1892.
19. Killion, J., & Todnem, G. (1991). A process of personal theory building. Educational Leadership, 48, 14–16.
20. Klapper, J. (2003). Taking communication to task? A critical review of recent trends in language teaching. The Language Learning Journal, 27, 33–42.
21. Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159–174.
22. Lather, P. (2006). Paradigm proliferation as a good thing to think with: Teaching research in education as a wild profusion. International Journal of Qualitative Studies in Education, 19, 35–57.
23. Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. New York, NY: Sage.
24. Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53, 33–43.
25. Moon, J. (2004). A handbook of reflective and experiential learning: Theory and practice. London: Routledge Falmer.
26. Pajares, F. (1993). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.
27. Phipps, S., & Borg, S. (2007). Exploring the relationship between teachers’ beliefs and their classroom practice. The Teacher Trainer, 21, 17–19.
28. Readence, J. E., Bean, T. W., & Baldwin, R. S. (2001). Content area literacy: An integrated approach (7th ed.). Dubuque, IA: Kendall Hunt.
29. Richards, J. C., Ho, B., & Giblin, K. (1996). Learning how to teach in the RSA Certificate. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 242–259). Cambridge: Cambridge University Press.
30. Richardson, V. (1990). The evolution of reflective teaching and teacher education. In R. Clift, R. Houston, & M. Pugash (Eds.), Encouraging reflective practice in education: An analysis of issues and programs (pp. 3–20). New York, NY: Teachers College Press.
31. Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press.
32. Russell Bernard, H., & Ryan, G. W. (2010). Analyzing qualitative data: Systematic approaches. Los Angeles, CA: Sage.
33. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
34. Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass.
35. Smyth, J. (1989). Developing and sustaining critical reflection in teacher education. Journal of Teacher Education, 40, 2–9.
36. Van den Branden, K. (2009a). Diffusion and implementation of innovations. In M. Long & C. Doughty (Eds.), The handbook of language teaching (pp. 659–672). Oxford: Wiley Blackwell.
37. Van den Branden, K. (2009b). Mediating between predetermined order and chaos: The role of the teacher in task-based language education. International Journal of Applied Linguistics, 19, 264–285.
38. Van den Branden, K., Bygate, M., & Norris, J. (Eds.). (2009). Task-based language teaching: A reader. Amsterdam/Philadelphia, PA: John Benjamins.
39. Williams, R., & Grudnoff, L. (2011). Making sense of reflection: A comparison of beginning and experienced teachers’ perceptions of reflection for practice. Reflective Practice: International and Multidisciplinary Perspectives, 12, 281–291.
40. Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press.
41. Xiongyong, C., & Samuel, S. (2011). Perceptions and implementation of task-based language teaching among secondary school EFL teachers in China. International Journal of Business and Social Science, 2, 292–302.
42. Zubizarreta, J. (Ed.). (2009). The learning portfolio: Reflective practice for improving student learning. San Fransisco, CA: Jossey-Bass.