All the readings for the week not only show the benefits of teacher inquiry (though the authors have different names for it) to the enhancement of the teacher’s knowledge and practice (content/theory and practice), but they also indicate its relevance to enhancement in student learning. The authors through their discussion create a clear picture of the relevance of reflection and inquiry in the teaching profession and they illustratively indicate why it is better to train pre-service teacher on these vital activities during their training. From the readings, it could seen that conducting inquiry/self-study is a lifelong activity because a great deal of learning take place in the genuine conduct of inquiry. Svinicki & McKeachie (2014) focus on how college/university teachers can use inquiry to become effective in their practice which has positive effect on students’ learning. Their personal experiences shared with readers show that absolute perfection is impossible in the teaching profession. Their discussions also show that the teachiing field itself provides natural avenues for continuous learning and growth (improved practice). Another big idea from chapter 23 is that, teachers need to make conscious/intentional effort for authentic learning on the job to better practice. The authors indicate that reading and sharing your concerns with others who can give you feedback are some of the sources where teachers can get information to improve their skills, strategies and knowledge.
Dana & Yendol-Hoppey (2014) begins with the explanation of the meaning and forms of teacher inquiry with focus on the beneficiary groups. The authors give vivid picture of the importance of teacher inquiry and even show the difference between teacher inquiry and other forms of research. The others chapters (2-5) walk the reader through how to locate a problem with textual illustrations (e.g. passions) through the importance of collaboration in the conduct of teacher inquiry with process of how to go about collaboration to the various modes and sources of data collection. They further discuss the ethical issues relating to conducting teacher inquiry. These chapters give detailed discussions on how to conduct teacher inquiry with illustratiove scaffolding examples that are beneficial to both pre-service teachers and novice inservice teachers.
Dinkelman’s (2003) article also adds on the importance of teacher inquiry which he refers to as “Self –Study” with emphases on reflective practice. He shows the connection between self-study and reflective practice of teachers and goes on to advocate for inquiry to be an essential part of teacher education programs. The author discusses the benefits of self-study to novice teachers and how intentional it should be to help promote expertise that in turn have positive effect on students’ learning. He illustratively shows why self-study is a powerful tool in enhancing practice which promote learning.
Loughgran’s (2006) chapters 7-10 continues to show the importance of practice in teacher education programs and how phronesis/practice aspect of the training forms a good platform for pre-service teachers to form their identities, beliefs and even understanding who they actually are proior to when they would be left on their own as teachers. He also adds his voice to the importance of reflection and inquiry in the life of the pre-service teacher. He uses anecdote samples of former pre-service teacher illustrate his discussion.
Critical Analyis:
My understanding of Svinicki & McKeachie (2014) chapter 23 is that there are avenues for continuous learning and growth in the teaching field, yet it requires diligence, conscious effort and genuine desires to identify, reach, find solution, and use the necessary positive outcomes that come along with them. One thing I like about the authors (Svinicki & McKeachie) is that, they provide suggestions to the solution of the problem under discussion. One big thing I learned from the discussion of how one can get feedback to improve one’s practice is asking colleagues to look over your students papers/assignments for you and give give you feedback. It is something I have never thought of, so it was an eye-opener for me. But my concern is, are people willing to do this looking at the nature of work of faculty especially in my home country where we teach large classes? The major take away from all the readings were that, reflection and teacher inquiry are integral activities in the teaching profession and it must be a key component in both the pre-service and inservice in the life of the teacher. Teacher effectiveness is dependent on them because they are the life wire to the enhancement of knowledge (theory/content) and practice/skills.
Reflection:
My reflection this week centered mainly on the shared experience in chapter 23 of Svinicki, & McKeachie (2014) book. Learning that veteran authors and teachers with such numbers of years (60 & 30) of teaching experience do face anxiety and some challenges in their job is a kind of motivation. The import of this shared experience connects with the general assumptions that one never stops learning untils he/she enters the grave and it is so true in the life of a teacher who want to be effective. This confirms Svinicki & McKeachie (2014) assertion of inevitability of mistakes/things not going the way one wished (p. 5 bullet 2) in the teaching profession. Borrowing from Svinicki & McKeachie (2014:331), “vitality and growth” or enhanced practice can only be achieved through continuous and authentic learning which the teaching field naturally provides avenues for (continuous learning & growth) through everyday interactions and activities.
I was so much encourcaged reading the first bullet of the section “Keys to Improvement with feedback from students” which talks about the appropriate tirme to collect feedback from students because I had then prepared my questions for getting feedback from my students during next’s class which happen to fall within the time frame regarded as appropriate for such excercise. This came about as my expectation for the class this week was not meet. My disappointment was similar to Bethany’s anecdote (Loughran 2006:122), though my students did not write anything for me to read like hers, but it was all over their faces. I could see that the all the affort and time I put in the advanced preparation (two small group activities) for the class did not yield the desired result which made was a kind of red light because my focus for this cohort is help direct their learning more towards mastery. Another benefit I got from reading this chapter especially the above stated section was that it helped me fine tuned my items for the feedback. All the authors for this week have confirmed that reflection and inquiry is a lifelong activities for the teacher.
Dana, N. F. & Yendol-Hoppey, D. (2014). The reflective educator's guide to classroom research: Learning to
teach and teaching to learn through practitioner inquiry (2nd ed.). Thousand Oaks, Calif.: Corwin Press.
Dinkelman, T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective
teaching. Journal of Teacher Eudcation, 54(1), 6-18.
Loughran, J. (2006). Developing a Pedagogy of Teacher Education: Understanding
Teaching and Learning About Teaching. London: Routledge.
Svinicki, M., & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies,
research, and theory for college and university teachers (14th ed.). Belmont,
CA: Wadsworth.