McGill, Michele (2012) The re-framing of practice: writing anecdotes as a tool for critical reflection. In: AARE 2011: Australian Association for Research in Education Annual Conference 2011: Researching Across Boundaries, 27 Nov - 1 Dec 2011, Hobart, Australia.
PDF (Published Version)
A person has observed a stained glass window from the road many times and marvelled at its beauty. One day an opportunity arises whereby that person can enter the building to view the window from the inside. The initial perceptions are now intensified, expanded and deepened as the detail is viewed, appreciated and understood. How has the ‘outside’ perception changed now that the inside has been seen?
This research is about how beginning and experienced teachers can use anecdotes as a tool to step inside their own understandings of themselves as learners and teachers and gain greater appreciation of themselves as professional educators. The challenge is to develop tools and strategies which promote a dialogical process whereby the professional educator can engage in critical reflection in a private and public professional conversation in an ongoing safe and supportive context. The focus of this research has been to investigate how a specific tool, anecdote, can be used by beginning and experienced teachers to engage in a critically reflective dialogue about their tacit knowledge and understandings of learning and teaching, their role as teachers and how their practice is or could be affected by those understandings.
The writing and re-writing of an anecdote provides an opportunity and means to assist teachers to comprehend what has happened; to appreciate and accept that their view is always partial (in both senses of the word), and that through dialogue with their peers they can perceive, understand and capture both the complexity and ‘accuracy’ of the incident.
The key findings reported here relate to the changes which occurred during the re-writing process and how this is reflected in an increased depth of understanding of the events, reactions and in particular how this ‘re-membering’ might influence current and future practice.
Statistics for this ePrint Item
|Item Type:||Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)|
|Item Status:||Live Archive|
|Additional Information (displayed to public):||Paper 603. Paper is copyright © by the individual author or authors and may not be reproduced without permission of the author or authors.|
|Depositing User:||Ms Michele McGill|
|Faculty / Department / School:||Historic - Faculty of Education|
|Date Deposited:||23 Mar 2012 01:15|
|Last Modified:||12 Sep 2014 05:26|
|Uncontrolled Keywords:||anecdote; tacit knowledge; teacher practice; narrative|
|Fields of Research (FoR):||13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
13 Education > 1399 Other Education > 139999 Education not elsewhere classified
|Socio-Economic Objective (SEO):||C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development|
Actions (login required)
|Archive Repository Staff Only|