Welcome to the

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Welcome to the
Illinois TESOL-BE 34th Annual Convention New
Horizons, New Vision March 1, 2008
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New Horizons and New Visions in Teachers
Professional Development

• Kathleen M. Bailey
• www.kathleenmbailey.com
• Monterey Institute of International Studies
• 460 Pierce Street
• Monterey, CA 943940 USA
• www.miis.edu

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New Horizons and New Visions in Teachers
Professional Development

• Teacher training vs. teachers professional
  development
• Expert-determined and delivered
• Official and external rather than self-directed
  and internal

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International Survey Report
Sarah Springer MA in TESOL, Monterey Institute
of International Studies Specialties Teacher
education Project-based courses Technology and
language learning
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Definition of Reflective Teaching

• In reflective teaching teachers and student
  teachers collect data about teaching, examine
  their attitudes, beliefs, assumptions, and
  teaching practices, and
• use the information obtained
• as a basis for critical reflection
• about teaching.
• (Richards and Lockhart,
• 1994, p. 1)

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Components of the Definition

• Teachers and student teachers
• collect data about teaching
• examine their attitudes,
• beliefs, assumptions, and
• teaching practices
• use the information as a
• basis for critical
• reflection about teaching

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Reflection IN or ON Action(Schön, 1987)

• An important distinction
• Reflection-IN-action occurs
• during our teaching.
• Reflection-ON-action
• happens before or after
• our teaching.

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Reflection-IN-Action

• Reflection-IN-action happens very quickly and
  automatically as we are teaching.
• Reflection-IN-action occurs as we respond to
  input and questions from students and other
  stimuli that compete for our attention while
• we are
• teaching.

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Reflection-ON-Action

• Reflection-ON-action includes planning,
  preparation and follow-up.
• Reflection-ON-action is the ordered, deliberate,
  and systematic application of logic to a problem
  in order to resolve it the process is very much
  within our control.
• (Russell and Munby, 1991, p. 164 )

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Five Dimensions of Reflection

• 1. Rapid Reflection
• 2. Repair
• ____________________
• 3. Review
• 4. Research
• 5. Retheorizing
• Reformulating
• (Zeichner and Liston, 1996, p. 47)

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Dimensions 1-2 Reflection-in-Action

• 1. RAPID REFLECTION Immediate and automatic
  Reflection-in-Action
• 2. REPAIR Thoughtful Reflection-in-Action

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Dimension 3 Reflection-on-Action

• 3. REVIEW Less formal Reflection-on-Action at a
  point in time (often interpersonal and
  collegial Zeichner and Liston, 1996, p. 46)
• Teachers think about, discuss, or write about
  their teaching or the students learning (e.g.,
  discussing a class with
• a colleague or writing
• a students progress
• report).

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Dimension 4 Reflection-on-Action

• 4. RESEARCH More systematic Reflection-on-Action
  a long-term process of collecting data over a
  period of time.
• Conducting action research
• Keeping a teaching journal
• Teachers thinking and observation become more
  systematic and sharply focused around particular
  issues (ibid.).

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Dimension 5 Reflection-on-Action

• 5. RETHEORIZING REFORMULATING
• Long-term Reflection-on-Action informed
• by public academic theories.
• Teachers critically examine their practical
  theories in the light of academic theories.
• These processes are more abstract more
  rigorous than the other dimensions (ibid.).
• Can continue for years
• Involve connections to others work

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3 Key Attitudes of Teachers

• Three key attitudes are necessary for teachers
  to be truly reflective (Dewey, 1933)
• Open-mindedness
• Responsibility
• Whole-heartedness

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Open-mindedness

• "Open-mindedness is an active desire to listen
• to more sides than one, to give full attention to
• alternative possibilities, and to recognize the
• possibility of error even in beliefs that are
• dearest to us.
•  _____________________________
• Open-minded teachers are continually
• examining the rationales that underlie what is
• taken as natural and right.

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Open-mindedness

• "An open-minded individual listens to and
• accepts the strengths and weaknesses of his
• or her own
• and others'
• perspectives.
• (Zeichner Liston,
• 1996, p.10)

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Responsibility

• An attitude of responsibility "involves careful
• consideration of the consequences to which
• an action leads.... (p. 10)
• It has to involve reflection about the
  unexpected outcomes of teaching because teaching,
  even under the best of conditions, always
  involves unintended as well as intended
  outcomes." (Zeichner Liston, 1996, pp. 10-11)

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Responsibility

• Responsibility involves thinking about at least
• 3 kinds of consequences of one's teaching
• personal consequences the effects of one's
  teaching on pupil self-concepts
• (Zeichner Liston, 1996, p. 11)

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Responsibility

• academic consequences -- the effects of one's
  teaching on pupils' intellectual developments
  and
• social and political consequences -- the
  projected effects of ones teaching on the life
  chances of various pupils....
• (Zeichner Liston, 1996, p. 11)

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Whole-heartedness

• Whole-hearted teachers regularly examine their
  own assumptions and beliefs and the results of
  their actions, and approach all situations with
  the attitude
• that they can learn
• something new.
• (Zeichner Liston,
• 1996, p. 11).

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Please rate the IMPORTANCE of Deweys 3 Key
Attitudes

• Not At All Very
• Important ..... Important
• Open-mindedness 1 2 3 4
  5
• Responsibility 1 2 3 4
  5
• Whole-heartedness 1 2 3 4
  5

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Now please rate YOURSELF on Deweys Key Attitudes

• Not To A
• At
  Great
• All . Extent
• Open-mindedness 1 2 3 4 5
• Responsibility 1 2 3 4 5
• Whole-heartedness 1 2 3 4 5

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Survey about Reflective Teaching

• How do professional teachers collect data for
  reflective teaching?
• Since time is a limited, non-renewable resource,
  how can we manage reflective teaching with our
• busy teaching
• schedules and other
• time commitments?

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Survey of Practices and Attitudes

• Online survey (developed, distributed, and
  administered electronically)
• Background information about the respondents
• Experience with
• and beliefs about
• reflective teaching
• activities

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Survey of Practices and Attitudes

• Ideas about how to get started on reflective
  teaching
• Experience of and beliefs about program support
  for
• reflective
• teaching

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Background Information

• Positions currently held by respondents
• Teaching situation (part-time vs. full-time)
• Educational background
• Teaching experience

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Background Information

• Ages of students typically taught
• Teachers knowledge
• about the target
• language
• Teachers confidence
• using the target
• language

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Position(s) Currently Held

• Language teacher
• Curriculum/materials developer
• Teacher educator
• Test developer/administrator
• Teacher supervisor
• Program administrator
• Other subject matter teacher
• Other

• 85.3
• 47.7
• 37.4
• 26.3
• 20.8
• 19.7
• 12.4
• 18.1

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Respondents Experience

• Years of full-time teaching experience
• (or the equivalent)

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Education Levels of Respondents

• Secondary School
• Associate Degree
• Four-year BA/BS
• Teaching Credential
• Certificate
• Diploma
• Masters Degree
• EdD or PhD
• Graduate Credits

• 75.7
• 6.5
• 79.0
• 32.7
• 20.8
• 17.0
• 69.2
• 13.2
• 20.4

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Current Employment Status

• One full-time job 60.8
• One full-time one part-time job 16.0
• One part-time job 11.3
• More than one part-time job 9.7
• Unemployed and seeking work 2.1

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Ages of Students Taught

• 8.3
• 17.8
• 21.9
• 25.7
• 31.8
• 38.0
• 46.9
• 84.1
• 72.8
• 53.1

• Under 5 years
• 5-6 years
• 7-8 years
• 9-10 years
• 11-12 years
• 13-14 years
• 15-17 years
• 18-22 years
• 23-40 years
• Over 40 years

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Target Language
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Quantitative Findings

• SurveyMonkey (online survey construction and data
  collection program)
• Nine-point Likert-scale items on 18 possible
  procedures for practicing reflective teaching
• Two rating scales per procedure
• Actual experience with the procedure
• (never to very frequently)
• How appealing the idea is (not at all
• appealing to very appealing)

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Reflective Teaching Activities

• Making notes on our lesson plans
• Getting written feedback from our students
• Discussing teaching with trusted colleagues

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Reflective Teaching Activities

• Observing other teachers lessons
• Inviting colleagues to observe our
• teaching

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Reflective Teaching Activities

• Audio-recording our lessons and listening to the
  recordings
• Video-recording our lessons and watching the
  videos

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Reflective Teaching Activities

• Making entries in a teaching journal
• Collecting and organizing materials for
  a teaching portfolio
• Selecting and
• posting materials
• on a professional
• website

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Reflective Teaching Activities

• Reading cases about teaching
• Writing cases about teaching
• Conducting action research
• Engaging in language learning experiences

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Reflective Teaching Activities

• Team teaching with a colleague
• Being mentored by other teachers
• Mentoring other teachers
• Engaging in reciprocal coaching with
• other teachers

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Suggestions for Getting Started

• From this list of eighteen possible reflective
  teaching activities, which three activities would
  you suggest to a colleague who wanted to get
  started on reflective teaching?

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Suggestions for Getting Started
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Suggestions for Getting Started
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Quantitative Findings

• Using SurveyMonkey, teachers rated
• Their experience with each procedure
• The appeal of each procedure
• Average rating
• Standard deviation
• Correlation of
• appeal and
• experience
• N 1,100 1,200

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Experience and Appeal Ratings
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Experience and Appeal Ratings
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Experience and Appeal Ratings
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Experience and Appeal Ratings
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Employers and Schools

• Employers should require teachers to do some form
  of reflective teaching on a
• regular basis.
• One or more employers
• have required me to do
• reflective teaching.
• 1 strongly DISagree
• 9 strongly agree

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Employers and Schools

• Schools should provide support to teachers to
  encourage reflective teaching (e.g., paid release
  time, workshops, etc.)
• I have received support from my school(s) to
  practice reflective teaching.
• 1 strongly DISagree
• 9 strongly agree

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Requirements for and Support of Reflective
Teaching
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Requirements for and Support of Reflective
Teaching
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Issues of Diversity Findings

• Teachers use diverse options for recording data
  to practice reflective teaching.
• For all 18 procedures, the average appeal
  ratings were higher than the average experience
  ratings.
• The highest rated (for both experience and
  appeal) was language learning.
• The lowest rated (for both experience and appeal)
  was audio-recording lessons.

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Issues of Diversity Initial Findings

• Only to a moderate extent do these teachers
  believe employers should require reflective
  teaching.
• These teachers feel strongly that schools should
  support reflective teaching.
• Only about half report having had support for
  reflective teaching.

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Issues of Diversity Future Analyses

• Are there differences in response patterns
• (means and standard deviations) when the
• data are grouped by categories?
• Teachers level of education
• Teachers experience
• Teachers professional role(s)
• Teachers employment status

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Issues of Diversity Future Analyses

• Confident vs. less confident teachers in terms of
  the target language
• Teachers country of employment
• Ages of typical students

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Problems with the Survey

• Answer format requirements (3 vs. three vs.
  3 hours vs. 3 hrs.) discouraged some
  respondents, who then stopped
• The digital divide (teachers without Internet
  access cant respond)
• Opportunistic sampling via our networks

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Problems with the Survey

• Some respondents not 100 sure about the
  constructs (e.g., mentoring vs. coaching)
• Time needed to complete
• the survey (e.g.,
• the open-ended
• comments)

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Reference Lists Available

• For reference lists about professional
  development options (including team teaching,
  coaching, keeping journals, teachers portfolios,
  etc.), please visit
• www.kathleenmbailey.com

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Reference Lists Available

• Go to Resources and click on
• References for downloadable Word files you
  can use and distribute to your colleagues and to
  teachers-in-training.

www.kathleenmbailey.com
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Help Needed with Another Survey

• Trying to determine the actual responsibilities
  of language program administrators in order to
  improve our LPA Certificate Program
• Simple questionnaire (3 to 5 minutes to complete)
• Return to me here or use a postage-paid envelope
  to mail it back to me.

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Thank you for participating!

• New Horizons, New Vision