Browsing by Subject "reflective practice"

Now showing 1 - 2 of 2
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    Cultivating teacher professionalism in Chinese and U.S. settings: contexts, standards, and personhood
    (Taylor & Francis, 2021-07-12) Liu, Laura B.; Conner, J.M.; Li, Qiong; Education, IUPUC
    Our global era invites research on teacher reflection that is grounded in local contexts and enriched by cross-regional collaborations. Teacher professionalism is a shared global interest that is shaped by unique cultural factors in local settings. This study examines Chinese and U.S. undergraduate teacher education student views on the criteria for and standardised measures used to assess teacher professionalism. Data analyses of participant products, specifically group rubrics and individual reflections, involved constant comparative analyses to highlight convergent and divergent themes in student conceptions of teacher professionalism within and across the U.S. and Chinese university contexts. Findings demonstrate similarities and distinctions across participant views on the professional knowledge, skills, and dispositions involved in becoming a teacher, and reveals teacher professionalism as a dialectic among contexts, standards, and persons. Context distinguishes professional practice in ways that bring meaning and relevancy to local student needs. Standards provide a shared foundation for global discourse around key elements of a profession. Maintaining a person-centred view helps ensure assessment practices keep education’s broader civic goals central. Engaging in international dialogue on the meaning of teacher professionalism across regional cultures expanded understandings of professionalism, and how it may be fostered and evaluated more effectively in teacher education.
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    Reflection in Home Visiting: The What, Why, and a Beginning Step Toward How
    (Wiley, 2016-11) Tomlin, Angela M.; Hines, Elesia; Sturm, Lynne; Department of Pediatrics, School of Medicine
    The work of home visitors in early childhood fields may include addressing many challenges to achieving curricular outcomes, including issues such as maintaining boundaries and managing one’s own reactions to children, parents, and overall family situations. Increasingly, reflective supervision and consultation are recognized as a way for workers in home visiting early intervention and early care fields to address these personal and professional challenges and build competence (Watson, Gatti, Cox, Harrison, & Hennes, 2014). The features of home visiting that make reflective supervision/consultation essential are discussed. Next, results of a pilot project in which a sample of Part C early intervention providers respond to a vignette portraying a challenging parent-child interaction are briefly presented and discussed. Despite often stating the importance of relationships, participants did not identify concrete methods of supporting relationship or demonstrate recognition of parallel process. In addition, providers seldom endorsed the use of reflective skills, such as observing, listening, wondering, or reflecting (Weatherston, 2013) and no providers discussed a need for reflective supervision/consultation. We suggest that these findings illustrate some of the areas in which early intervention home visitors could benefit from participation in reflective supervision/consultation to move from identifying reflective skills as important to actually being able to use such skills in their work with families.