Self-Study for Initial and Ongoing Teacher Improvement

well. It meant that I was able to achieve a depth of reflection I do not believe I have reached before. This critical reflection resulted in a greater understanding of what was occurring in my teaching practice, and as a result, I was able to make changes in my practice that were evidence-based.

As I developed the framework for self-study, I was aware of the possibility of other teachers using it. Some of my early decisions, such as the use of critical incident analysis, were made with this in mind. I was conscious of the use and teaching of critical incident analysis as part of some courses in both initial and ongoing teacher training. As such I felt critical incident analysis was a great starting place, as some teachers were already familiar with it.

18 _{Biolive is the Biology Educators of New Zealand conference; SciCon is the New Zealand} Association of Science Educators conference; FYHE is the First Year Higher Education

conference; ASERA is the Australasian Science Education Association conference; and NZARE is the New Zealand Association for Research in Education conference.

149

Goodell (2006) examined the use of critical incidents by the students in her Mathematics methods class as part of her own self-study. Over a four year period students completed critical incident reports as part of their course work. Goodell used these reports as one of the data sets for a self-study identifying the critical incidents students were exposed to during their preservice teaching experiences. She was then able to uncover what they learned about teaching for understanding, one of her goals for the course (Goodell, 2006).

While Goodell’s research combined both self-study and critical incident analysis, the critical incident analysis was not completed as part of the self-study.

Brandenburg and Gervasoni (2012) analysed a single critical incident that had “rattled [their] cage” (p. 183) in an attempt to understand what they had learned from the incident. Their learning related to the ethical dimensions of self-study research, and more specifically the collection and analysis of data with respect to ethical dilemmas (Brandenburg & Gervasoni, 2012).

In their research, Brandenburg and Gervasoni combined both self-study and critical incident analysis, but considered just a single critical incident. This was sufficient to meet the aims of their research. However, I consider that self- study and critical incident analysis can be applied in a powerful way, to

comprehensively examine aspects of practice, as has been done in this thesis. Self-study has been used with both preservice and inservice teachers. Bass, Anderson-Patton, and Allender (2002) had their graduate teacher education students complete self-study teaching portfolios. This constituted one of the assignments in the course. They argue that by extending their own self-study to the point where they are modelling it, and their preservice teachers are conducting their own self-study, the preservice teachers are developing a better understanding of the learning process (Bass et al., 2002).

150

Brown and Russell (2012) describe the self-study conducted as Brown moved from being a student teacher to a teacher in charge of his own classes. The self-study relied heavily upon the input of Russell, an experienced teacher and teacher educator. However, the benefit for Brown, in terms of the ongoing support and development was invaluable in shaping his early teaching

experiences. Ultimately, the self-study allowed him to understand his teaching much better (Brown & Russell, 2012).

Samaras and Roberts (2011) describe a process for teachers to conduct a self- study. Roberts describes the self-study she completed within her English class, while the article provides some guidance in a generalised framework for self- study. The article, written for a teacher audience, does not describe how the analysis was conducted (Samaras & Roberts, 2011).

From the research described in these articles, it is clear that self-study has a place in both preservice and inservice teacher education. It is also evident that critical incident analysis has a place in self-study. The framework (see Figure 3) developed and used for the research described in this thesis combines self- study and critical incident analysis in a meaningful way, providing a pathway that teachers could use. It is simple enough that both preservice and inservice teachers should be able to utilise it to improve their teaching practice.

The use of self-study in a classroom is something that I think should be evident to the students. In education we are teaching students; however, we should also be modelling learning. Self-study provides a way in which learning can be modelled. The use of interviews in my self-study meant that the students were aware of the self-study, and also aware that I was not only interested in their learning, but also interested in improving the teaching and learning in the

classroom. Lewthwaite and McMillan (2010) investigated perceptions of learning success in middle years Inuit students. One of the key processes identified as leading to perceived learning success was the teacher demonstrating an interest in the students’ success (Lewthwaite & McMillan, 2010). A teacher

151

demonstrating an interest in the students’ success was also identified by Bishop and colleagues as important for achievement in Māori students (Bishop,

Berryman, Tiakiwai, & Richardson, 2003; Bishop, Berryman, Wearmouth, Peter, & Clapham, 2012). Both these examples are situated within specific cultural contexts. However, Alton-Lee states that “quality teaching facilitates the

learning of diverse students and raises achievement for all learners” (Alton-Lee, 2003, p. 16). By striving to improve practice through self-study, a teacher is working to improve the learning outcomes for students. By making the process apparent to the students there may be benefits besides those of improving teacher practice.

I found that using critical incident analysis in my self-study I was able, for perhaps the first time in my teaching career, to engage in deep, critical reflection. Introducing this to teachers at the beginning of their careers may mean that this process happens earlier for some. Equally, it has a place for those teachers who are more experienced. While critical incident analysis seems simple, I found it redirected my reflection from the superficial to critical, and I think my practice is improved as a result. The framework developed as part of this thesis may allow other teachers, both new and experienced, to similarly investigate their own practice.

152

5.3.

Summary

The process of actively reflecting on my practice through the use of critical incident analysis has been extremely rewarding. While the analysis of each critical incident started at a different place, each analysis has finished with something in common. That is the recognition of the importance of pedagogical conversation. I suspect that this reflects the huge value that I gained in

interviewing the students as part of this study, but the analyses have forced me to think beyond just interviewing students. Presented here are some clear implications for practice, and the beginnings of change in my practice when I return to the classroom, not just in terms of teaching ethical decision-making to my Year 13 Biology students, but in every class, with every topic.

Interestingly though, as I reflect on this entire self-study, what has become increasingly evident to me is the significance of self-study and the impact it can have on practice. I have found the process extremely satisfying in the way that it has taken my practice from reflective to critically reflective. It has provided a vehicle for shifting my practice to a level of reflection that has led to and will continue to lead to change. Importantly, the changes that have and will be made are based on evidence, and I see this as the greatest power of self-study.

153

Chapter Six

Conclusion

6.1.

Introduction

The purpose of the final chapter is to reflect upon the conclusions, the significance and limitations of the research and to identify implications for professional practice. The question that this project was attempting to answer is:

Through reflecting on my teaching practice, what changes could I make to the way I teach ethical decision-making on socioscientific issues to better meet the needs of the students?

The research design and research findings are summarised first, and conclusions drawn in relation to the research question. Following this, the significance and limitations of the research are considered. Finally, the implications of this research are considered, both at a personal level and in terms of what it offers to the wider education community.