Reflecting on reflecting Week 17
I, like many other professionals am a busy person. Taking time to sit and critically reflect is a task that requires time. Time that is precious. Reflection as it is bandied around in education circles as something that should be done to inform our practice in order to improve what we do. But how do we critically reflect? What does this look like? Fook et al, (2006) as cited in Finlay, (2008) suggest that what is understood by ‘reflective practice’ varies considerably. I guess that's why I am confused about my own reflective practice - it's just not that simple.
Finlay (2008) states that the term ‘reflective practice’ carries multiple meanings that range from the idea of professionals engaging in solitary introspection to that of engaging in critical dialogue with others.
So how do I reflect?
So how do I reflect?
I think, analyse, question and refine. I do this before, during and after the things I’m working on - both in and out of teaching. I talk, share ideas and discuss with students, colleagues, other professionals (as I see necessary), friends and family, seeking their opinions and feedback to further improve what I am doing. I mull this over and make adjustments to my practice as necessary. The reflective process may only be a couple of minutes of thought, it make take a week, where i dip in and out of what I am mulling over. That is how I reflect and it works for me.
I have never taken the time to write my thoughts down - I never thought it had any value - what’s the point, I’ve thought about it mulled it over, drawn a conclusion in my mind (which may be revisited over time), isn’ that enough?
I have never taken the time to write my thoughts down - I never thought it had any value - what’s the point, I’ve thought about it mulled it over, drawn a conclusion in my mind (which may be revisited over time), isn’ that enough?
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| Is written reflection necessary? https://www.youtube.com/watch?v=QoI67VeE3ds |
Whist reflecting, I very rarely conduct research (with professional readings) to inform my practice, not because I don’t see that it has value, it has huge value and would give my practice informed credibility, particularly if I wanted to improve what wasn’t working or I needed justification for my thoughts and actions. The reason I don’t is because of the cost to access professional readings and I don’t have the time to undertake research in a critically reflective manner. Besides, does every reflection on my teaching practice, or anything I do for that matter, require theoretical justification? I doubt it. It depends on my interest levels and it’s perceived value to what I’m trying to achieve in my practice. There is a downside in using research though, it’s very easy to ‘cherry pick’ to justify your thoughts, just as I have with the above quote from Finlay in the second paragraph and the cartoon image that I have used to back up my opinion. It justifies my thoughts, but lacks objectivity, yet it's informed by research.
From an observers point of view, if my reflections were informed by research, my thoughts and actions would most certainly have a higher degree of influence, not only on my own practice, but on students, parents, the school and school community.
From an observers point of view, if my reflections were informed by research, my thoughts and actions would most certainly have a higher degree of influence, not only on my own practice, but on students, parents, the school and school community.
So here goes, a written reflective journey where my thoughts are documented. Will it make a difference? Will it renew my perspective? I’m sceptical, but the only way to find out is to give it an honest attempt.
Will it become a habit?
Ask me later.
Ask me later.
Finlay, L. (2009). Reflecting on reflective practice. Practice-based Professional Learning Centre, Open University. Retrieved from http://www.open.ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/files/ecms/web-content/Finlay-(2008)-Reflecting-on-reflective-practice-PBPL-paper-52.pdf
Reflective writing.[video file]. Retrieved from https://www.youtube.com/watch?v=QoI67VeE3ds
I agree, while I tend to do a bit of research around pedagogy due to the nature of my job, the majority of my reflective practice is undertaken through discussion and debate with colleagues/friends or internal reflection after something hasn't gone as well as I'd envisioned. I have fallen into that trap you mention about finding evidence simply to reinforce my beliefs and like most of us struggle with a fixed mindset on certain issues. I am hoping being forced to do this may pry open my mind to this kind of reflective practice but like you I am going to have a watch this space attitude and just see what happens.
ReplyDeleteHi Craig. I love this post as it is so honest. I think time is one of the main reasons that I don't really do a lot of research to inform my practice. Teaching has a lot of demands on our time and energy and while we need to reflect on our practice documenting this and backing it with research doesn't always happen. Thanks for sharing this post. Now to get down to doing my reflection and learning how to blog!
ReplyDeleteHI Craig I appreciate your honesty and open manner of writing. Like you, I find reflective practice challenging to fit in due to the busyness of our roles and the huge demands on our time and energy. Documenting our practice is so often less of a priority when compared to the myriad of tasks we typically fit into our day. Like you, I am hoping this focus on reflective practice and hope that the requirement to carry it out will have the benefits identified in the literature. Ultimately I guess this is about lifelong learning and demonstrating our professionalism.
ReplyDeleteCraig I think your comment about the cost of accessing research is absolutely valid. Until I had access to the Unitec library, I very rarely backed up my reflections with research. Now that I can, I try to. However, when I lose that access will I really keep trying to research best practice? Like you, I would like to think that once I've built the habit over the 32 weeks of the course, I will continue it. But is that realistic?
ReplyDeleteCraig, Craig, Craig. Where do I begin….? Beyond your lament on the lack of time for everything... I find your blog both disheartening, and disappointing. As professional teachers everything we do in our classroom MUST be supported and backed up with theoretical evidence and understandings. We are not in the business of just making stuff up and hoping that it works. We are professionals and if we wish to keep our profession held in the highest regard, we must act accordingly. So here are two thoughts for you: Firstly, deliberately build up and expand your Personal learning Network so that you have many different flows of information that support the areas of interest and need you have from your practice. This will greatly increase the access you have to ‘free’ professional readings.
ReplyDeleteAnd secondly, cherry picking ideas that support your own is not necessarily a bad thing. It can be very helpful to see that other teachers had similar issues, and see what they did to solve them. How can this be bad?
I have included a link to a blog from a teacher I trained with who makes an important point about being ‘professional’ and having new and current theory underpinning what we do. I think you could start your ‘free’ readings with it.
https://mikesimpson.blog/2018/07/17/reclaiming-the-profession/
Interesting Points Jane. At first I was little offended at your comments, but now I feel that it has raised more questions. I read the blog you directed me to about teachers needing to be seen as professionals and it got me thinking a little deeper about the points both you and I raised.
ReplyDeletePersonally I still feel 'dedicating time' to critically reflect using research is difficult. In our professional capacity as teachers we spend the bulk of our time working with students, with the remaining time preparing lessons, attending meetings, planning, assessment, marking, duties, dealing with parents. Many teachers also spend a proportion of their own time at home in the evenings and weekends doing additional work for the benefit of the students also. My argument is that as teachers, time is a limited resource. If critical reflection that is backed up by research would enhance us as teachers and add value to the teaching profession, then we as teachers should have the time to do it in a professional capacity as part of our job. I know primary teachers would struggle to find the time - secondary teachers may have more capacity with greater non contact time available. If we conduct research informed critical reflection in our own time, we are doing it as 'volunteers' and giving our free time to the profession. At some point we need to draw a line in the sand to maintain our work/life balance.
My other point is around the cost of obtaining this research. At the moment, on this Mindlab journey, we have the ability to access research as part of our studies and access to this research has certainly helped me critically reflect on my practice. Outside of this course, these costs would have to be picked up by our schools. As we are well aware, schools have limited budgets and in many cases would choose to put these funds to provide resources to teach our students, so there is an opportunity cost. It would be interesting to talk to our principals about allocating funds to access research and the associated benefits it would provide to us as teachers and to our profession. Would they value research informed practice at the expense of resources for our students?
In terms of the teaching profession there is huge value in research informed practice, and it would certainly help enhance teaching to be seen as the profession that it should be. It's a shame that the teaching profession doesn't have the funds to allocate to be research informed practitioners to elevate its own professional standings. Maybe this is something that the NZEI should be campaigning for also...
Thanks for your thought provoking comment.
I heartily agree with your comments “ 'dedicating time' to critically reflect using research is difficult”, and “teachers should have the time to do it in a professional capacity as part of our job.” These really are key points we need to be raising as part of these current NZEI discussions. I guess this is where we need to ensure our staff meetings are more like Professional Development sessions and not an admin ones which could be done more efficiently via email.
ReplyDeleteI realise the intent is to be rhetorical, but to answer your question “Would they value research informed practice at the expense of resources for our students? “ I don’t think this is an ‘either/or issue. It is a matter of one informing the other. What does research say we should be aiming for, and then what resources do we need to help us achieve that.
I personally like looking at the Gazette and other NZ teaching publications that usually find their way to the staffroom tables eventually. There are often good articles based on recent research in them that go overlooked.
I look forward to reading the next blog you post.
Kia kaha :)
Hi Craig. I was wondering how you would respond to that. Obviously a professionally and well thought out response takes time.
ReplyDeleteI was very surprised to find the incredibly limited time that Primary teachers had in non-contact time and am well aware (having done my training as a Primary teacher) of the huge amount of time in preparing for every subject, and every group (and sub group!) within each of those subjects for your students. I was never able to get away from school before 7pm, and I guess that’s why I ended up finding a Middle Management position in Secondary as much more relaxing for my first job.
The cost of ongoing access to professional research worries me too. In this week’s blog, I desperately needed an article that was behind a paywall and was able to get access to it because of the Unitec Library. If I recall, there was a hashtag we could use on Twitter to get around these publications from others, but that doesn’t strike me as particularly legal, nor professional. Thinking off the cuff, Twitter may actually enable you to get in touch directly with those who have authored research - often I find those people more than happy to answer direct questions. Luckily, too, there are often recent research articles in the public domain.
Time is of the essence though. I have no excuse not to undertake research - I get 5 hours a week planning and preparation time as a normal teacher, and we are trying too get another 1 hour each week this negotiation round. Surely the expectation on Primary teachers can’t be as high - aren’t you asking for one more hour per Term!?
And “too” in the last paragraph is meant to read “to”. Sorry - must have bumped my keyboard.
ReplyDelete