C o p p i n g , Ad ri a n ( 2 0 1 7 ) Goi n g t h r o u g h t h e m i r r o r : e n a c t m e n t ,
r e fl e c tio n a n d c o m m u n i ty of p r a c ti c e . I n: 8 t h Te a c h e r E d u c a ti o n
Adv a n c e m e n t N e t w o r k (TEA N) An n u a l C o nf e r e n c e : T hi n ki n g
D e e ply Abo u t Te a c h e r E d u c a ti o n , 1 1-1 2 M a y 2 0 1 7 , Bi r mi n g h a m ,
UK. ( U n p u b li s h e d )
Do w n l o a d e d fr o m : h t t p ://i n si g h t . c u m b r i a . a c . u k /i d/ e p ri n t/ 3 9 4 3 /
U s a g e o f a n y i t e m s f r o m t h e U n i v e r s i t y o f C u m b r i a’ s i n s t i t u t i o n a l r e p o s i t o r y ‘I n s i g h t ’ m u s t c o n f o r m t o t h e f o l l o w i n g f a i r u s a g e g u i d e l i n e s .
Any it e m a n d it s a s s o ci a t e d m e t a d a t a h el d i n t h e U niv e r si ty of C u m b r i a ’s in s ti t u ti o n al r e p o si t o r y I n si g h t ( u nl e s s s t a t e d o t h e r wi s e o n t h e m e t a d a t a r e c o r d ) m a y b e c o pi e d , di s pl ay e d o r p e rf o r m e d , a n d s t o r e d i n li n e wi t h t h e JIS C f ai r d e a li n g g ui d eli n e s ( av ail a bl e h e r e) fo r e d u c a t i o n al a n d n o t-fo r-p r ofi t a c tiviti e s
p r o v i d e d t h a t
• t h e a u t h o r s , ti tl e a n d full bi blio g r a p h i c d e t ail s of t h e it e m a r e ci t e d cl e a rly w h e n a n y p a r t
of t h e w o r k is r ef e r r e d t o v e r b a lly o r i n t h e w ri t t e n fo r m
• a h y p e rli n k/ U RL t o t h e o ri gi n al I n si g h t r e c o r d of t h a t it e m is i n cl u d e d i n a n y ci t a ti o n s of t h e w o r k
• t h e c o n t e n t is n o t c h a n g e d i n a n y w a y
• all fil e s r e q ui r e d fo r u s a g e of t h e it e m a r e k e p t t o g e t h e r wi t h t h e m a i n it e m fil e.
Yo u m a y n o t
• s ell a n y p a r t of a n it e m
• r e f e r t o a n y p a r t of a n it e m wi t h o u t ci t a ti o n
• a m e n d a n y it e m o r c o n t e x t u ali s e it i n a w a y t h a t will i m p u g n t h e c r e a t o r ’s r e p u t a t i o n
• r e m ov e o r a l t e r t h e c o py ri g h t s t a t e m e n t o n a n it e m . T h e full p oli cy c a n b e fo u n d h e r e.
Going through the mirror:
Enactment, reflection and
community of practice
Adrian Copping
Context
• School Direct Primary PgCE - 14 students
participated
• M-level module
• Seminar – ‘using and applying reflective models’
• Structure;
• 1hr unedited clip of me teaching a year 2 class
• Students observe using Brookfield’s (1993) lenses
• Discuss, question me, feedback
https://janey138.wordpress.com/2015/02/09/reflexion-on-reflection/
Aims of the piece of research
The impact of my enactment of teaching (through a
situated context of observation and critique) upon the
students’ learning and reflection
Why ‘going through the mirror’?
https://en.wikipedia.org/wiki/Through_the_Looking-Glass#/media/File:Aliceroom3.jpg
Why ‘going through the mirror’?
“Reflection and reflexivity make the ordinary seem
extraordinary, ‘as different as possible’. And it makes
the extraordinary more comprehensible. Actions,
interactions, professional episodes, memories from long
ago, spirituality, thoughts, ideas and feelings become
‘all alive’. Developmental change becomes possible..”
(Bolton 2010 p.69)
Findings (1)
Findings (2)
Practical parlance
not pedagogic
Findings (3)
Themselves
Situations
and tasks
Impact on
learning
Fuller’s model of teacher development based on concerns (1969)
Task Manager
Curriculum
Deliverer
Concept/skill
Builder
Twiselton’s model of teacher development (2010)
Routine
Technical
Dialogic
Transfor
mational
Implications
• Programme design
• Module design and expectations
• Seminar design and expectations at different
stages of the course – do we increase
expectation?
• Placement expectations
‘to teach more is to
References
Bolton, G. (2010).
Reflective Practice: Writing and Professional Development 3
rdedition.
London. Sage
Brookfield, S. (1993).
Becoming a Critically Reflective Teacher.
San Francisco. Jossey Bass.
Carroll, L. ([1865] 1954).
Alice’s Adventures in Wonderland.
London. Dent and Sons
Copping, A. (2010) ‘Watching Me, Watching You, Aha! Developing reflection and practice through the use
of video Tean Journal 1 (2) December [Online]. Available at:
http://bit.ly/tyfJ5M
.
Fuller, F. F. (1969). Concerns of Teachers: A Developmental Conceptualization.
American Educational
Research Journal
, 6, 207-226.
Twiselton, S. (2010). Seeing the Wood for the Trees: The National Literacy Strategy and Initial Teacher
Education; pedagogical content knowledge and the structure of subjects.
Cambridge Journal of Education
30 (3). [online]. Available at:
http://www.tandfonline.com/doi/abs/10.1080/713657157
Draft paper and/or a copy of this presentation
available at
