Overview:
In this chapter, we shall cover
• The sources of motivation, knowledge and skill enhancement
• The teacher as a learner in self development program
Key Terms
• Action research
• Reflection-on action
• Reflection-in action
• Reflection about action
• E-learning
• In-service courses
• Collaboration
Further Reading
Elliot,J. (1991). Action research for Educational Change. Open University Press
Jolliffe,A.,Ritter,J. & Stevens, D.(2001). The online learning handbook: Developing and using Web-Based learning. London: Kogan Page Ltd.
Kember,D. (2000). Action Learning and Action Research. London: Kogan Page Ltd
Kemmis,S. & McTaggart, R. (1988). The Action Research Planner. Victoria: Deakin University Press.
Moon, J.A. (2000). Reflection in learning & Professional Development: Theory & Practice. London: Kogan Page Ltd.
http://www.learnativity.com
http:// www.stanford.edu/dept/SUSE/csm/features/collaboration
http://www.etc.sccoe.k12.ca.us/2002/01_currint/02 currsumm3.html
Suggested Input
1.0 Action Research
1.1 The study of a social situation with a view to improving the quality of action within it
1.2 The study of a social situation, involving the participants themselves as researchers, with a view to improving the quality of action within it.
1.3 Action research is concerned with social practice; aimed towards improvement ;a cyclical process; pursued by systematic inquiry; a reflective process; participative and determined by the practitioners.
1.4 Objectives of action research
- develop and improve practice through research based on the interest of concerned parties
- develop knowledge and practical understanding of the research process
- develop professional knowledge of teachers
- develop and improve education as a discipline
1.5 Characteristics of action research
- carried out by teachers directly involved with the social situation studied
- carried out in groups and collaboratively with the commitment to increase their practical understanding
- begin with practical questions arising from daily teacher routine with the aim of developing practical situation and knowledge on teaching practice
- continuous process: ascertain focus, clarifying situation, develop strategies and present findings
- journal writing to record reflections and progress on the research
- reflective process by teachers
2.0 Reflection-on- action
2.1 Reflection-on-action is the form of reflection that occurs after action and relates, via verbalized or non-verbalized thought, to the action that the person has taken-in other words, it is a relatively narrow concept that is retrospective and has a role in learning, in informing action and in theory building.
2.2 It is a systematic, considered process of deliberation enabling analysis, reconstruction and reframing in order to plan for further teaching and learning.
2.3 It opens up possibilities for talking with others about teaching
3.0 Reflection-in-action
3.1 Reflection-in-action occurs in association with action and guides the process of action via knowledge in use, which is derived from theory in use, and makes limited contact with espoused theory and according to Schon, reflection-in-action only occurs in situations where the action yields unexpected consequences and is not part of actions that go according to plan. A conscious process and the knowing-in –action that led up to it, asking ourselves” What is this?”, and at the same time,” How have I been thinking about it?” Our thoughts turn back on the surprising phenomenon and at the same time, back on itself. It is thinking while “ in the thick of things” or “ thinking on one’s feet”
3.2 Reflection-in-action has a critical function, questioning the assumptional structure of the knowing-in-action. We think critically about the thinking that got us into this opportunity and in the process, restructure strategies of action, understandings of phenomena, or ways of framing problems
3.3 It gives rise to on-the-spot experiment. We think and try out new actions intended to explore the newly observed phenomena, test our tentative understandings of them, or affirm the moves we have invented to change things for the better.
4.0 Reflection- about-action
4.1 This represents a broader, critical stance which involves inquiry into the moral,ethical,political and instrumental issues embedded in teachers’ everyday thinking and practice.
4.2 Professionals exercise both responsibility and accountability for decisions that they make in their teaching and maintain broader understandings of the interrelationships between teaching purposes and practices.
5.0 Characteristics of Reflective Practice
5.1 Reflective practice involves the mental process of reflecting, which may or may not be characterized by what we have called ‘being reflective’
5.2 The subject matter may be refer to reflection on the everyday events of practice, paying more or less attention to the setting of the practice
5.3 Reflective practice may refer to reflection on the everyday events of practice or the conditions that shape reflection, such as political influences
5.4 Reflection may be ongoing or a reaction to a specific event or an unexpected occurrence or observation of a problem; it is characterized by states of uncertainty ; it may have an ethical or moral content
5.5 The end point of reflection in reflective practice may not be resolution of an issue, but attainment of a better understanding of it.
5.6 Reflection will have involved the process of thinking, but it may be aid by the process of articulation of the thinking orally or in written form
5.7 Review and reconstruction of the ideas surrounding reflection will be aimed at understanding or resolving the issue in the context of a general aim of improving practice, specifically or generally.
5.8 Reflective practice is usually enhanced when there is some sharing of the reflection with others
6.0 E-learning
6.1 A unifying term to describe on-line learning, web-based training and technology-based training
6.2 The convergence of the Internet and learning or internet-enabled learning. It is the use of network technologies to create, foster, deliver and facilitate learning, anytime and anywhere
6.3 The delivery of individualized, comprehensive, dynamic learning content in real time, aiding the development of communities of knowledge ,linking learners and practitioners with experts
6.4 A phenomenon delivering accountability, accessibility and opportunity to allow people and organizations to keep up with the rapid changes that define the Internet world
6.5 A force that gives people and organizations the competitive edge to allow them to keep ahead of the rapidly changing global economy
6.6 Web-based learning involves a diverse collection of methods and technologies and most programs include: learning materials made up of text, graphics and multimedia elements, video conferencing, chat rooms or discussion forums and the use of a Web browser.
6.7 Advantages of the Web-based learning are:
- can be used to deliver learning at any time to virtually any place;
- uses many of the elements of CD-ROM-based learning
- learning materials are relatively easy to update
- can increase the number of interactions between the learners and the event facilitator
- allows learners to form both informal and formal Web-based learning components
- allows the use of problem-and/or assignment-based learning
- can make use of resources already on the Internet
- can present real-time content using video conferencing, video streaming or discussion rooms
- has the ability to include multiple media such as text, graphics, audio, video and animation into the learning materials
7.0 In-service Courses
7.1 In-service education is education intended to support and assists the professional development that teachers ought to experience through their working lives.
7.2 Courses are designed to provide avenues for teachers to refresh their knowledge, to improve their competencies and to bring about paradigm shift in their outlook towards educational issues.
7.3 The basic principles which have guided the design of in-service courses are:
- A teacher needs to have subject knowledge. A teacher with a sound foundation in his/her subject matter will be better able to plan for students’ learning based on content outcomes and to keep abreast of current developments in that specific field of knowledge.
- Pedagogic knowledge is essential for managing learning. Knowledge about classroom management, teaching preparation, teaching and testing skills and the use of teaching aids are needed. Pedagogical skills such as techniques, methods , material and overall management are essential to every teacher.
- Every teacher has a practical theory that is practical knowledge which is directly related to teachers’ actions in and experience of the classroom. Practical theory of teachers refers to private, integrated but ever-changing system of knowledge, experience and values which is relevant to teaching practice at any particular time.
- The need for process knowledge which will enable teachers to become more aware of their practical theory and its implications on their classroom action. It is about ways other knowledge is developed and understood in the context of a person’s experience. This knowledge is derived from the teacher’s awareness of himself/herself as a person, his/her own beliefs, values and attitudes towards his/her actions and relationships with other people. The content of process knowledge are reflection, self awareness, facilitation skills, effective communication, critical and thinking skills. Teachers need these skills to understand themselves as educators and to inculcate good values amongst their students.
7.4 In-service training is concerned with the need to upgrade teacher education to give teaching a professional status and to promote the development of quality teaching . It also provide opportunities for teachers to grow. Teachers are able to further themselves either for professional enrichment or professional upgrading.
7.5 The objectives of courses that are provided to in-service teachers varied from year to year depending on the focus of the courses provided. They are as follows:
- to acquaint teachers to recent teaching learning approaches;
- to enhance quality of instruction in classrooms;
- to equip teachers with competencies to create effective learning environment;
- to inculcate in teachers that learning as a life long process in upgrading their expertise;
- to enable teachers to face and overcome challenges face in the education field
7.6 The training components of in-service courses are hands-on activities, usage of modules, practicum or field experience and assessment and examination
7.7 The above components reflect the emphasis on experiential learning as a form of ensuring teachers attain relevant competencies. Field experiences enable teachers to put theory into practice with the hope that such learning experiences will further enrich teachers’ schemata relating to the course content and activities undertaken. Examinations and assignments are designed to assess the quality of teaching and learning.
7.8 Training mechanisms in providing courses for in-service teachers are centralized training in teacher training institute, private premises; centralized training with cooperation from various agencies using State education departments and centralized training in collaboration with local and foreign universities.
8.0 Collaboration
8.1 Collaboration is ‘ to work with another or others on a joint project’
8.2 Research shows that teachers frequently discuss their teaching strategies with other teachers; have extensive interactions with teachers; participate in leadership activities such as mentoring and presenting at conferences and workshops.
8.3 Collaborative planning and on-going professional development supports both more thoughtful and effective teaching within the classroom and greater coherence across courses and grade levels.
8.4 Expertise in teaching comes from a process of sharing, attempting new ideas ,reflecting on practice and developing new approaches
8.5 High quality teaching is developed by creating a deliberate repertoire of strategies and a well-sequenced plan for content that connects to students’ prior learning, and doing so in collaboration with others so that knowledge is shared
8.6 A framework for collaboration requires: a working relationship that is allowed to evolve and is sustained through the trust of the teacher; the belief that working together is not through compulsion but voluntary ;the development of skills and initiatives is seen as an on-going process whereby change can be implemented and supported; working together is seen as a scheduled activity which gives status to what is been developed but does not stifle the individual’s own development; an open appreciation of the needs of those involved
8.7 Collaboration is seen as promoting professional growth
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