Data arising from the reflection exercise contributed to the research outcomes in two ways. From an analysis of the data, information was gained which enabled feedback to be given to the teachers around the enhancement of their reflective behaviours. As an example of this feedback I made the following comment in an email to Janine
“As you rightly point out, by implication, if it isn't broken don't fix it. Reflection doesn't always need to mean change - it could mean consolidation which is what you are doing.”
[RJ – Reply to Janine] Secondly the data the teachers generated allowed me to consider some of the ways that teachers reflect on their practice, and how professional development might empower them to reflect more deeply.
Reflection levels achieved
In the reflective exercise the results demonstrate that both teachers tended to focus, according to Teekman’s model (see Chapter 4, Section 4.6.1), at the levels of action and evaluation. However, as the paragraphs in this section (6.2.2) demonstrate, factors contributing to inclusive pedagogy were identified by the researcher within these levels. This was an expected finding because the teachers were concerned about their ability to deliver a lesson that would lead to increased learning for the children. Their reflections were generally around whether that was achieved. The template did, nevertheless, cue them into looking at evaluative matters such as their feelings, the way they had structured the lesson and how they might change it in the future. Consider this entry from Janine who is expressing a feeling about having achieved a goal
“I felt good that the students had developed an understanding of what an adverb’s/ adjective’s job was and how to use them appropriately.”
[RJ – 3 – Janine] In this extract Janine is considering her feelings and why she had those feelings. It is non-threatening because the feelings are positive. Expressing positive feelings frequently opens up the possibility to an expression of negative feelings and an examination of why one has them.
Recognising the need to plan for all students and to remove barriers to participation
Because these reflections occurred following the lessons they were reflection-on- action and, therefore, any changes considered would be for a future lesson. Some of the considered changes related to providing for all of the students as indicated in this extract.
“Because it’s a concept that needs to be covered almost daily at the moment I would also introduce games and different ways to involve the children in different formats so that they don’t get sick of the same old and I cater for both ends of the spectrum.”
[RJ – 2 – Tina] Facilitating the teachers to consider the learning of all the children in the class was one of the goals of this refection journal exercise.
In the following extract, Janine indicates that she is aware of the need to ensure that all children are able to participate by removing barriers
“3 students were hindered by their lack of fine motor skills to write with pencil (2 used ibooks in the end)”.
[RJ – 4 – Janine] Recognising barriers to participation and understanding that all planning must encompass the range of abilities in a class are important aspects of inclusive pedagogy because teachers have a “responsibility to provide active and successful learning experiences for the learners in each class ...” (Carrington & Robinson, 2006). Through the use of this reflective journal the teachers were able to recognise areas where they could plan to be more inclusive in their practice.
Recognising the importance of data
In order to decide whether a lesson has been effective for any student a teacher must have relevant data. In this extract from Tina the importance of having data for determining individual student progress is revealed.
“My evaluation involved looking at the process the children used as well and if there was an improvement in their technique of sketching animals. We did a sketch before all the art started and will complete one at the end. This will determine for me how much their sketching skills have improved after focussing on the process.”
[RJ – 3 – Tina] Gathering data is important in inclusive pedagogy because it has the potential to set the learning goals and the programme for individual students assuring that they are able to participate and contribute in the classroom. Understanding that regular probes are necessary to determine progress is also important when conducting classroom research.
Difficulties in reflecting on self
Consider the following reply from Janine to a cue question asking her to describe any opinions, feelings or emotions.
“I was excited that the students had begun to recognise personification for the previous activities and that they liked this poem.”
[RJ – 4 – Janine] In this extract, Janine is expressing an emotion but it is focussed on the achievement of the children. There is no insight into her feeling or further disclosure. Most of the teacher reflection and evaluation in the journals was of the children and their behaviours rather than on their own behaviours, beliefs or assumptions. Where there was some self-disclosure of assumptions it took the form of a statement without the accompanying examination of the basis of that assumption.
“I assumed that most children would have experienced and have understanding of some aspect of art.”
“I thought that with all the rain that we have had lately that it would help the students think of descriptive ideas and feelings.”
[RJ – 3 – Janine] However, these extracts are examples of the beginnings of teacher reflection around their own beliefs and assumptions because feelings are a portal to deeper reflection. This is an important beginning because previous results in Cycle 1 had not demonstrated that this was occurring. Feedback was given to the teachers that when stating a personal assumption not only should it be stated but that some examination of the factors that support it should be undertaken so that they could determine on what the assumption was based.
Difficulties in reflecting on routine teaching methods
The teachers experienced some difficulty in reflecting and evaluating pedagogy that was routine and in which they were very comfortable not only with its delivery but also in the results that it brought for the children. Janine gives an example of reflecting on a spelling lesson.
“After doing this reflective journal activity I have decided that when you have been doing something for a long time without reflecting on it, that the activity becomes part of your routine and it is very difficult to reflect on.”
[RJ – 2 – Janine] Consequently, it appears that it is important in reflective thinking to encourage teachers not only to review and reflect on lessons that they are concerned about, but also to look at those lessons that are a regular feature in their pedagogy and appear to be proceeding well. There is a concern that routine may merely be confirming assumptions.
Use of templates and verbal interactions
Using a template to guide the teachers may have been, on my reflection, a barrier to their deeper reflection, even though I had asked them to use the templates as guides. An analysis of the efforts of the teachers suggests that they tended to answer the template questions rather than using them as cues to develop deeper
and wider responses. For example, when asked to discuss any aspect of their lesson that they might consider changing in a future occurrence Tina replied, “Next time I would take it slower and look at each area better.”
[RJ – 1 – Tina] Tina’s response is too general to identify specific future actions. More verbal interaction between teacher and researcher, following the completion of each journal, could have elicited more reflection and cued the teacher to deeper considerations of her pedagogy.
Extending reflective thinking to students
Janine, in her final interview reported that she had begun to ask the children in her class to reflect on aspects of the class programme. She considered that such feedback added to the reflection that she might do as the teacher. She reported that she would incorporate such feedback into the reflective journals that she was going to keep in the following year.
6.2.3 Summary of findings from the teacher professional development