Crowhurst Beginning Teachers

Reviewing Disastrous Lessons
1. Auflage 2015
ISBN: 978-94-6300-073-4
Verlag: SensePublishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 124 Seiten

In this collection of narratives, beginning teachers describe and reflect on critical incidents – classes that didn't quite go to plan. These experiences are recalled in a general way and all names and locations are fictionalized. Each narrative, while situated in a classroom, focuses on the experience of the teacher/author and sheds light on their thinking as they work through the complex event they are remembering. Beginning teachers then imagine how they might approach a similar situation in the future. While developing reflective practice techniques can support and enhance individual practice when these accounts are shared with others there is some scope for enhancing educative experiences generally. There is a long tradition of reflective practice writing in education, and this small workbook aims to make a contribution to this genre. Each reflective practitioner narrative is followed with an invitation to discussion section and periodically through the workbook sideline methodologies are introduced that readers can use to support further analysis. The beginning teacher narratives are authentic, complex and alive and as a consequence they will generate lively discussion in tutorial spaces with beginning teachers. The materials are informed by various strands of poststructural and critical theory and therefore they are intended to reflect a dialogic stance – rather than signpost specific directions.

Autoren/Hrsg.

Crowhurst, Michael

Inhaltsverzeichnis

1;TABLE OF CONTENTS;6
2;ACKNOWLEDGEMENTS;8
3;1. BEGINNING TEACHERS REVIEWING DISASTROUS LESSONS: Some Themes and Responses;10
3.1;UNPACKING ‘THE DISASTER’;11
3.2;WHAT IS A NARRATIVE?;12
3.3;BROADER AIMS AND UNINTENDED OUTCOMES;13
3.4;THE BROADER AIM TO CAPTURE STUDENT WRITING AS EXAMPLES OF KNOWLEDGE PRODUCTS;13
3.5;THE BROADER AIM TO SHOW SOME OF THE GROUNDED OUTCOMES OF TEACHERS’ WORK;14
3.6;THE BROADER AIM TO VALORIZE THE PLACE OF THEORY;15
3.7;THE BROADER AIM TO FORMAT THE NARRATIVES SO THAT THEY MIGHT BE USED IN TUTORIALS;16
3.8;THE BROADER AIM TO IDENTIFY SOME BROAD RESPONSES TO TEACHING DISASTERS;17
3.9;SOME IDEAS ON HOW TO USE THE NARRATIVES;19
3.10;REFERENCES;20
4;2. A DIFFERENT REALITY CHECK;21
4.1;RE-DRAFTING OF THE LESSONS INCORPORATING PEER FEEDBACK;22
4.2;REFERENCES;23
4.3;INVITATIONS TO DISCUSSION;23
4.3.1;Task;24
4.4;REFERENCE;24
5;3. A DISASTER – ‘WORKING’ ON OUR ASSESSMENT TASK 7C EGYPT;25
5.1;PERSONAL REFLECTION;26
5.2;REDRAFTING OF THE LESSON INCORPORATING PEER FEEDBACK;27
5.2.1;The Assessment Piece;27
5.2.2;Tuning Them in;28
5.2.3;The Body of the Lesson;28
5.3;REFERENCES;29
5.4;INVITATIONS TO DISCUSSION;30
5.4.1;Task;32
5.5;REFERENCES;32
6;4. SIDELINE ONE – DOUBLE THEMATIC ANALYSIS;33
6.1;REFERENCE;35
7;5. THE CLASS THAT DIDN’T QUITE WORK: (Otherwise Known as “The Fan Incident”);36
7.1;INVITATIONS TO DISCUSSION;37
7.1.1;Task;38
7.2;REFERENCES;38
8;6. ENGLISH EXAM PREP: Of Mice and Men;39
8.1;Self-Evaluation and Mentor Feedback;40
8.2;Revisions to Lesson Plan – After Peer-Based Discussion;40
8.3;REFERENCE;41
8.4;INVITATIONS TO DISCUSSION;41
8.4.1;Task;43
8.5;REFERENCE;43
9;7. SIDELINE TWO – PERFORMATIVITY AS ANALYSIS;44
9.1;REFERENCES;46
10;8. VCAL: Trials and Errors – TAFE VCAL Electrotechnology;47
10.1;Redesign Ideas after Peer Feedback;48
10.2;Re-Drafting of the Lesson – An Explanation of Why the New Lesson Will Work;50
10.3;ABBREVIATIONS;51
10.4;REFERENCES;51
10.5;INVITATIONS TO DISCUSSION;52
10.5.1;Task;53
10.6;REFERENCES;53
11;9. SUCCESS? DEBATABLE;54
11.1;Re-Drafting of the Lesson;55
11.2;REFERENCES;56
11.3;INVITATIONS TO DISCUSSION;56
11.3.1;Task;57
11.4;REFERENCES;58
12;10. CRITICAL REFLECTION ON JAMES PAUL GEE;59
12.1;INTRODUCTION;59
12.2;PART A – THE PRINCIPLES;59
12.2.1;Principle 4: Semiotic Domains Principle;59
12.2.2;Principle 2: Design Principle;60
12.3;PART B – HOW THESE PRINCIPLES WILL INFORM MY DEVELOPMENT AS AN EDUCATOR;61
12.4;REFERENCES;63
12.5;INVITATIONS TO DIALOGUE;63
12.6;REFERENCES;64
13;11. WHAT TO TEACH WHEN YOU’RE NOT WEARING BLACK: Teaching or Surviving?;65
13.1;Principles of Learning and Teaching (PoLT);65
13.2;QUESTIONS;67
13.2.1;Peer Feedback Responses to My Questions about This Event;67
13.3;REDRAFTING;68
13.4;REFERENCES;69
13.5;INVITATIONS TO DISCUSSION;69
13.5.1;Task;71
13.6;REFERENCES;71
14;12. SIDELINE – AUTOETHNOGRAPHIC ANALYSIS;72
14.1;REFERENCES;74
15;13. THE BLACK HOLE;75
15.1;REFERENCES;78
15.2;INVITATIONS TO DIALOGUE;78
15.3;REFERENCES;80
16;14. REFLECTING ON CURRICULUM DESIGN;81
16.1;REFERENCES;83
16.2;INVITATIONS TO DIALOGUE;84
16.3;REFERENCES;85
17;15. THE LESSON FROM HELL;86
17.1;The Lesson from Heaven;88
17.2;REFERENCES;89
17.3;INVITATIONS TO DIALOGUE;89
17.4;REFERENCES;90
18;16. DAVIS, SUMARA AND LUCE-KAPLER’S ENGAGING MINDS: A Reflection on Literature to Inform Teaching Practice;91
18.1;EXPANSION, KNOWING FRAMES AND CHANGE;93
18.2;REFERENCES;95
18.3;INVITATIONS TO DIALOGUE;95
18.4;REFERENCES;97
19;17. LIMITATIONS AND POSSIBILITIES – A FINE LINE BETWEEN SUCCESS AND CHAOS;98
19.1;The Lesson;98
19.2;An Honest Account of What Happened in the Lesson;99
19.3;Reflection;99
19.4;Re-Drafting the Lesson;101
19.5;REFERENCES;102
19.6;INVITATIONS TO DIALOGUE;102
19.7;REFERENCES;103
20;18. SIDELINE – ASSEMBLAGE AS ANALYSIS;104
20.1;REFERENCE;106
21;19. CARTERET ISLANDS DISASTROUS LESSON;107
21.1;Redesigning a Disastrous Lesson – Carteret Islands;108
21.2;Explanation of New Lesson;109
21.3;REFERENCES;111
21.4;INVITATIONS TO DIALOGUE;111
21.5;REFERENCES;112
22;20. RELEVANCE AND CONNECTION – MY DISASTROUS LESSON;113
22.1;Re-Draft;114
22.2;REFERENCES;115
22.3;INVITATIONS TO DIALOGUE;115
22.4;REFERENCES;116
23;21. CONCLUSION;117
24;ABOUT THE CONTRIBUTORS;118