Private blog reflections connecting course content with field experiences: preservice teachers grapple with teacher identity

A challenge experienced within teacher preparation programs is the ability to help preservice teachers connect educational theory with teaching practice. Guided by Dewey's phases of reflective thinking and Schön’s reflection on action as an ethic for inquiry, we embedded a systematic reflection of written responses, recorded in a private weblog over the course of a 15-week intermediate reading methods course. Inductive thematic analysis of responses revealed the following themes: visceral thought, vulnerability, interpretation of course content, and identity formation toward becoming a classroom teacher. Our findings exemplify how systematic reflection in a private digital space contributed to the development of preservice teachers’ professional identities.     

What Is Philosophy of Music Education and Do We Really Need It?

The article deals with the problem of the disciplinary identification of thephilosophy of music education. It explores alternative approaches to thephilosophy of music education and its relation to musical pedagogy. On thebasis of this analysis an account of the philosophy of music education as aphilosophical discipline is suggested and its specific function identified.     

The balance beam in the balance: reflections on rules, relational complexity, and developmental processes

The lead articles by Jansen and van der Maas (2002, this issue) and Halford, Andrews, Dalton, Boag, and Zielinski (2002, this issue) raise numerous questions concerning the development of rule use and how best to assess it. In this Reflection, we focus on the following: (a) When can one infer the use of a rule? (b) What are the mechanisms underlying the development of rule use? and (c) What is the relation between understanding and execution? In addressing these questions, we contrast relational complexity theory with cognitive complexity and control (CCC) theory.     

Is a bad will a weak will? Cognitive dispositions modulate folk attributions of weakness of will

In line with recent efforts to empirically study the folk concept of weakness of will, we examine two issues in this paper: (1) How is weakness of will attribution (WWA) influenced by an agent’s violations of best judgment and/or resolution, and by the moral valence of the agent’s action? (2) Do any of these influences depend on the cognitive dispositions of the judging individual? We implemented a factorial 2?×?2?×?2 between-subjects design with judgment violation, resolution violation, and action valence as independent variables, and measured participants’ cognitive dispositions using Frederick’s Cognitive Reflection Test (CRT). We conclude that intuitive and reflective individuals have two different concepts of weakness of will. The study supports this claim by showing that: (1) the WWA of intuitive subjects is influenced by the action’s (and probably also the commitment’s) moral valence, while the WWA of reflective subjects is not; (2) judgment violation plays a small role in the WWA of intuitive subjects, while reflective subjects treat resolution violation as the only relevant trait. Data were collected among students at two different universities. All subjects (N?=?710) answered the CRT. A three-way ANOVA was first conducted on the whole sample and then on the intuitive and reflective groups separately. This study suggests that differences in cognitive dispositions can significantly impact the folk understanding of philosophical concepts and thus suggests that analysis of folk concepts should take cognitive dispositions into account.     

The influence of practicum supervisors’ facilitation styles on student teachers’ reflective thinking during collective reflection

Student teachers’ reflective thinking is closely associated with learning and improving practice. Novice student teachers require adequate support to reflect more deeply. The role of ‘others’ in collective reflection and knowledge generation as an outcome creates a platform for deep reflection, addressing both the processes and premises of reflective thinking. Facilitation styles of practicum supervisors could influence the level of student teachers’ reflective thinking during collective reflection. This is a case study using purposeful sampling involving a Malaysian teacher training institution that conducted an undergraduate early childhood programme in collaboration with a UK university. Sources of evidence were interviews, direct observations and documents. Data collected were analysed using both inductive and deductive methods. It was found that facilitation styles influence the depth of student teachers’ reflective thinking during group dialogic reflection. A continuum of facilitation styles from collaborative to instructive typologies was constructed. The implications of these findings are discussed.     

The Pattern in Jade: The Vision of Possibility and the Challenge of a Sustainable Future

Physicist David Bohm and biochemist Ilya Prigogine began a dialogue that implied a deep, structuring, primordial harmony within life. In classical Chinese this harmony is referred to as Li (理), which also designates the elegant, natural pattern found in jade. This article emphasizes the ways that perception of primordial harmony gives way to a vision of possibility and to the creative intelligence and action necessary for meeting the challenges we face. Insights from Bohm, Prigogine, and others on releasing outmoded thinking and actions are integrated with contemplative traditions, Eastern and Western philosophy, and pragmatic strategy making.     

Critical reflections on teaching challenging content: do some students shoot the (white) messenger?

Racism is an enduring reality in Australian society for Indigenous Australians, reflecting the experiences of Indigenous peoples in colonized countries worldwide. While social work services delivered by Indigenous Australians might be the preferred option, the graduation rate of Aboriginal and Torres Strait Islander students from Australian social work training is low and non-Indigenous social workers provide most service delivery. As a non-Indigenous social work educator at an Australian university, I recognize that teaching culturally relevant curricula, in order to produce antiracist social work graduates who recognize racism and privilege, is crucial but challenging. The purpose of this article is to share my ongoing critical reflections, particularly with regard to student dissatisfaction and possible disengagement with difficult content, and my actions for improved teaching and learning, in order to graduate work-ready social workers.     

‘It’s OK to feel totally confused’: reflection without practice by preservice teachers in an introductory education course

In the following article, we describe our research with preservice teachers (PSTs) engaged in an introductory course in curriculum, instruction, and technology. Typically, efforts to engage PSTs in reflection focus on the student-teaching experience. We assert there is potential for PSTs to think deeply about their identities prior to actual classroom experience. Our research concerns the development of reflective pedagogical thinking by PSTs, stimulated by a variety of curricular, instructional, and technological learning experiences. We will highlight the pedagogical innovations we employed to stimulate PSTs to engage in meaningful reflection prior to their student-teaching experiences. We will describe our learning experiences and nontraditional grading scheme in the course, and examine the impact of those practices on PST reflective writing.     

Collective reflection in practice: an ethnographic study of Swedish police training

Although reflection has been viewed as an individual process, increased attention has been given to how reflective processes are socially anchored. The present article contributes to this knowledge through an examination of how collective reflection is enacted in the context of police education. The article is based on a one-year ethnographic study of police recruits undergoing training, and the main sources of data collection were participant observations and field interviews. The data were inductively analysed, and a model that differentiates amongst ‘specular’, ‘dialogic’ and ‘polyphonic’ reflection processes is presented. The findings suggest that collective reflection involving multiple individuals adds complexity to reflective processes and that these processes may take on more diverse forms than has been acknowledged, as previous research has mainly focused on dialogic collective reflection. The implications of these findings, such as how increased complexity may counteract the benefits of collective reflection, are also discussed.