ARTICLE

MAXIMISING PROFESSIONAL GROWTH A CASE STUDY EXPLORING REFLECTIVE PRACTICES OF TEACHER EDUCATORS

  1. HOME
  2. ARTICLE

36 Pages : 410-424

http://dx.doi.org/10.31703/gesr.2023(VIII-I).36      10.31703/gesr.2023(VIII-I).36      Published : Mar 2023

Maximising Professional Growth: A Case Study Exploring Reflective Practices of Teacher Educators

Abstract

    This qualitative case study aimed to explore the reflective teaching practices used by teacher educators in their classrooms for professional learning and development in Pakistan. Semi-structured interviews were conducted with two experienced teacher educators from a public university. Using within-case and cross-case analysis, data analysis uncovered themes related to interactive teaching methods, student feedback, self-reflection, collegial support, evaluation techniques, and contextual constraints. The results of the study revealed that teacher educators used reflection-on-action and reflection-for-action techniques for the improvement of their teaching. However, they faced some barriers while implementing these practices in classrooms due to contextual settings. The study’s findings emphasise the need for institutional support and the provision of professional development opportunities to teacher educators for facilitating reflective teaching practices. The study contributes meaningful insights into teacher educators’ experiences employing reflective practices in their unique contexts.

    Reflective Teaching, Teacher Education, Professional Development, Qualitative Case Study, Thematic Analysis, Developing Countries

    (1) Sajida Saif
    Ph.D. Scholar, Department of Education, University of Management and Technology, Lahore, Punjab, Pakistan.
    (2) Samina Safdar
    Assistant Professor of Education, Department of Educational Leadership and Policy Studies, University of Education, Lahore, Punjab, Pakistan.
Fulltext PDF

References

  • Abednia, A., Hovassapian, A., Teimournezhad, S., & Ghanbari, N. (2013). Reflective about teaching. Journal of Teacher Education, 53(1), 33-43.
  • Abednia, A., Hovassapian, A., Teimournezhad, S., & Ghanbari, N. (2013). Reflective journal writing: Exploring in-service EFL teachers’ perceptions. System, 41(3), 503–514. https://doi.org/10.1016/j.system.2013.05.003
  • Abu-Sultan, A., & Abu Asker, M. (2017). The reflective practices of science teachers’ action strategies. United Kingdom: SAGE Publications.
  • Afshar, H. S., & Farahani, M. (2017). Inhibitors to EFL teachers’ reflective teaching and EFL learners’ reflective thinking and the role of teaching experience and academic degree in reflection perception. Reflective Practice, 19(1), 46–67. https://doi.org/10.1080/14623943.2017.1351353
  • Ahmed, F., Muhammad, Y., & Anis, F. (2020). Developing Secondary School Teachers’ Positive Attitude towards Reflective Teaching: A Collaborative Action Research Study. Sjesr, 3(4), 43–53. https://doi.org/10.36902/sjesr-vol3-iss4-2020(43-53)
  • Al-Rashidi, F. (2018). The level of using the reflective practices among secondary school teachers-from their points of view- in Baredah governorate. Journal of Faculty for Basic Education in Educational and Human Sciences, 38, 284-294. https://www.iasj.net/iasj/article/142198
  • Appleyard, K., Appleyard, N. (2015). Reflective teaching and learning in further education. United Kingdom: Critical Publishing
  • Ashwin, P., Boud, D., Calkins, S., Coate, K., Hallett, F., Light, G., . . . McLean, M. (2020). Reflective teaching in higher education. London: Bloomsbury Academic.
  • Baporikar, N. (2016). Technology Integration and Innovation during Reflective Teaching. International Journal of Information and Communication Technology Education, 12(2), 14–22. https://doi.org/10.4018/ijicte.2016040102
  • Bawaneh, A. K., Moumene, A. B. H., & Aldalalah, O. (2020). Gauging the Level of Reflective Teaching Practices among Science Teachers. International Journal of Instruction, 13(1), 695–712. https://doi.org/10.29333/iji.2020.13145a
  • Beauchamp, C. (2014). Reflection in teacher education: issues emerging from a review of current literature. Reflective Practice, 16(1), 123–141. https://doi.org/10.1080/14623943.2014.982525
  • Biggs, J., Tang, C. (2011). Teaching for quality learning at university. United Kingdom: McGraw-Hill Education.
  • Brinkmann, S., & Kvale, S. (2015). Interviews: Learning the craft of qualitative research interviewing (3rd ed.). London: Sage.
  • Brinkmann, S., & Kvale, S. (2018). Doing interviews (2nd ed.). London: Sage
  • Brock, A. (2014). The early years' reflective practice handbook. United Kingdom: Taylor & Francis
  • Brookfield, S. (2017). Becoming a critically reflective teacher. United Kingdom: Wiley
  • Candela, A. G. (2019). Exploring the Function of Member Checking. The Qualitative Report, 24(3), 619- 628. https://doi.org/10.46743/2160-3715/2019.3726
  • Cigala, A., Venturelli, E., & Bassetti, M. (2019). Reflective Practice: A Method to Improve Teachers’ Well-Being. A Longitudinal Training in Early Childhood Education and Care Centers. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02574
  • Crabtree, B. F., & Miller, W. L. (2022). Doing qualitative research. London: Sage Publications.
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design:Choosing among five approaches (4th ed.). Los Angeles: Sage.
  • Darling-Hammond, L., Burns, D., Campbell, C., Goodwin, A. L., Hammerness, K., Low, E., McIntyre, A., Sato, M. (2017). Empowered educators: How high- performing systems shape teaching quality around the world. United Kingdom: Wiley.
  • Diem, S., Good, M. W., & Walters, S. W. (2023). Toward critical approaches to case study research. In M. D. Young & S. Diem (Eds.), Handbook of critical education research: Qualitative, quantitative, and emerging approaches. New York: Routledge.
  • Dinkelman, T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective teaching. Journal of Teacher Education, 54(1), 6–18. https://doi.org/10.1177/0022487102238654
  • Dymoke, S., & Harrison, A. (2008). Reflective teaching and learning. SAGE Publications Ltd.
  • Farrell, T. S. C. (2015). Reflective practice in ESL teacher development groups: From practices to principles. Palgrave Macmillan
  • Flick, U. (2022). Doing interview research: The essential how-to guide. London: Sage.
  • Geng, G., Disney, L., Smith, P., & Black, P. (2019) (Eds.). Yoshi Budd's reflective practice in teaching: pre-service teachers and the lens of life experience. Germany: Springer Nature Singapore.
  • Ghaye, T. (2011). Teaching and learning through reflective practice: A practical guide for positive action (2nd ed.). London: Routledge.
  • Gheith, E., & Aljaberi, N. (2018). Reflective Teaching Practices in Teachers and Their Attitudes Toward Professional Self- development. International Journal of Progressive Education, 14(3), 161–180. https://doi.org/10.29329/ijpe.2018.146.11
  • Gomm, R., Hammersley, M., & Foster, P. (2000). Case study method: key issues, key texts: SAGE Publications.
  • Graham, J., & Flamini, M. (2021). Teacher Quality and Students’ Post-Secondary Outcomes. Educational Policy, 37(3), 800–839. https://doi.org/10.1177/08959048211049429
  • Griffiths, V. (2000). The reflective dimension in teacher education. International Journal of Educational Research, 33(5), 539–555. https://doi.org/10.1016/s0883-0355(00)00033-1
  • Halkias, D., Neubert, M., & Harkiolakis, N. (2023). Multiple Case Study Data Analysis for Doctoral Researchers in Management and Leadership. Social Science Research Network. https://doi.org/10.2139/ssrn.4423757
  • Hallet, E. (2012). The reflective early years' practitioner. United Kingdom: SAGE Publications.
  • Hayes, C., Daly, J., Duncan, M., Gill, R., & Whitehouse, A. (2014). Developing as a reflective early pears Professional: A thematic approach. United Kingdom: Critical Publishing.
  • Imran, A., Muhammad, Y., & Waqar, Y. (2022). Prospective teachers’ conceptions of reflective teaching: A qualitative study. Research Journal of Social Sciences & Economics Review, 3(3), 75-82. https://doi.org/10.36902/rjsser-vol3-iss3-2022(75-82)
  • Jennifer, A. M. (2005). Reflection in learning and professional development: Theory and practice. United Kingdom.
  • Kuswandono, P. (2012). Reflective Practices for Teacher Education. Language and Language Teaching Journal, 15(01), 149– 162. https://doi.org/10.24071/llt.2012.150102
  • Loughran, J. (2017). Foreword. In R. Brandenburg, K. Glasswell, M. Jones, & J. Ryan (Eds.), Reflective theory and practice in teacher education (pp. v-vi). Singapore: Springer.
  • Loughran, J. J. (2002). Effective reflective practice: in search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33–43. https://doi.org/10.1177/0022487102053001004
  • Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation, San Francisco: John Wiley & Sons.
  • Mifsud, D. (2023). Rethinking the concept of teacher education: A problematization and critique of current policies and practices. In D. Mifsud & S. P. Day (Eds.), Teacher education as an ongoing professional trajectory: Implications for policy and practice (pp. 1-23). Cham: Springer International Publishing.
  • Mills, G., & Jordan, A. (2022). Educational research: Competencies for analysis and applications (13 ed.). Boston: Pearson Education.
  • Naicker, K., & Van Rensburg, G. H. (2018). Facilitation of Reflective Learning in Nursing: Reflective Teaching Practices of Educators. Africa Journal of Nursing and Midwifery, 20(2). https://doi.org/10.25159/2520-5293/3386
  • Nurkamto, J., & Sarosa, T. (2020). Engaging EFL Teachers in Reflective Practice as A Way to Pursue Sustained Professional Development. International Journal of Pedagogy and Teacher Education, 4(1), 45–58. https://doi.org/10.20961/ijpte.v4i1.26082
  • Olaya Mesa, M. L. (2018). Reflective Teaching: An Approach to Enrich the English Teaching Professional Practice. HOW, 25(2), 149–170. https://doi.org/10.19183/how.25.2.386
  • Olaya Mesa, M. L. (2018). Reflective Teaching: An Approach to Enrich the English Teaching Professional Practice. HOW, 25(2), 149–170. https://doi.org/10.19183/how.25.2.386
  • Pacheco, A. Q. (2011). Reflective teaching and its impact on foreign language teaching. Actualidades Investigativas En Educación, 5(3). https://doi.org/10.15517/aie.v5i3.9166
  • Pirzada, G., Muhammad, Y., & Ahmed, F. (2021). Vocational Education Practitioners Learning to Write Reflective Journal through Reflections on their Experiences during theCovid-19 Pandemic. Pakistan Social Sciences Review, 5(I), 701–717. https://doi.org/10.35484/pssr.2021(5-i)53
  • Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
  • Rayford, C. R. (2010). Reflective practice: The teacher in the mirror (Unpublished master thesis). University of Nevada, Las Vegas.
  • Roulston, K., & Choi, M. (2018). Qualitative interviews. In U. Flick (Ed.), The SAGE Handbook of qualitative data collection (pp. 233-249). London: Sage Publications.
  • Ryan, J., Glasswell, K., Jones, M., & Brandenburg, R. (2017). Reflective theory and practice in teacher education. Singapore: Springer Singapore.
  • Saldaña, J. (2003). Longitudinal qualitative research: Analyzing change through time. New York: Altamira Press
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action (Vol. 5126): Basic books.
  • Seidman, I. (2019). Interviewing as qualitative research: A guide for researchers in education and the social sciences (5th ed.). New York: Teachers College Press.
  • Sellars, M. (2014). Reflective practice for teachers. India: SAGE Publications.
  • Stake, R. E. (2013). Multiple case study analysis. New York: Guilford Press.
  • Suphasri, P., & Chinokul, S. (2021). Reflective Practice in Teacher Education: Issues, Challenges, and Considerations. PASAA, 62 (2021), 236-264. https://files.eric.ed.gov/fulltext/EJ1334998.pdf
  • Taggart, G. L., & Wilson, A. P. (2005). Promoting reflective thinking in teachers: 50 action strategies. United Kingdom: SAGE Publications.
  • Taylor, S. J., Bogdan, R., & DeVault, M. (2016). In-depth interviewing Introduction to qualitative research methods: A guidebook and resource (4th ed.). New York: John Wiley and Sons.
  • Thomas, G. (2021). How to do your case study. London: Sage Publications Limited.
  • Tight, M. (2017). Understanding case study research: Small-scale research with meaning. London: Sage.
  • Tracy, S. J. (2020). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact (2nd ed.). Hoboken, NJ: Wiley-Blackwell.
  • Twining, P., Raffaghelli, J., Albion, P., & Knezek, D. (2014). Educational information systems research: Technical issues and methods for using new technologies to study teachers’ on-the-job learning. Education and Information Technologies, 19(2), 403-416.
  • Williams, R. B., Brien, K., & LeBlanc, J. (2012). Transforming Schools into Learning Organizations: Supports and Barriers to Educational Reform. Canadian Journal of Educational Administration and Policy, 134.
  • Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). New York: Sage Publications.
  • York-Barr, J., Sommers, W. A., & Ghere, G. S. (2016). Reflective practice for renewing schools: An action guide for educators. United States: SAGE Publications.
  • Zulfikar, T. (2018). Understanding own teaching: becoming reflective teachers through reflective journals. Reflective Practice, 19(1), 1–13. https://doi.org/10.1080/14623943.2017.1295933

Cite this article

APA

    APA : Saif, S., & Safdar, S. (2023). Maximising Professional Growth: A Case Study Exploring Reflective Practices of Teacher Educators. Global Educational Studies Review, VIII(I), 410-424. https://doi.org/10.31703/gesr.2023(VIII-I).36

CHICAGO

    CHICAGO : Saif, Sajida, and Samina Safdar. 2023. "Maximising Professional Growth: A Case Study Exploring Reflective Practices of Teacher Educators." Global Educational Studies Review, VIII (I): 410-424 doi: 10.31703/gesr.2023(VIII-I).36

HARVARD

    HARVARD : SAIF, S. & SAFDAR, S. 2023. Maximising Professional Growth: A Case Study Exploring Reflective Practices of Teacher Educators. Global Educational Studies Review, VIII, 410-424.

MHRA

    MHRA : Saif, Sajida, and Samina Safdar. 2023. "Maximising Professional Growth: A Case Study Exploring Reflective Practices of Teacher Educators." Global Educational Studies Review, VIII: 410-424

MLA

    MLA : Saif, Sajida, and Samina Safdar. "Maximising Professional Growth: A Case Study Exploring Reflective Practices of Teacher Educators." Global Educational Studies Review, VIII.I (2023): 410-424 Print.

OXFORD

    OXFORD : Saif, Sajida and Safdar, Samina (2023), "Maximising Professional Growth: A Case Study Exploring Reflective Practices of Teacher Educators", Global Educational Studies Review, VIII (I), 410-424

TURABIAN

    TURABIAN : Saif, Sajida, and Samina Safdar. "Maximising Professional Growth: A Case Study Exploring Reflective Practices of Teacher Educators." Global Educational Studies Review VIII, no. I (2023): 410-424. https://doi.org/10.31703/gesr.2023(VIII-I).36