Moving my own

goal posts

Ashley CaseyUniversity of Bedfordshire

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About me

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Teacher

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TeacherTeacher Educator

AuthorAuthor

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Reflective Practitioner

Journal Writer

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BLOGGER

Twee

ter

My

Reflective

aim

I sought to change, or at least challenge, the underlying theory of teaching that I inherited from my profession.

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A brief

History

We learn because we do and subsequently undergo the consequences of our doing.

Biesta (2007, p.14)

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the complex processes I underwent as I set about making pedagogical and curricular changes in my teaching.

teaching in physical education is limited to instruction in technique for the betterment of inter-school sport.

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the dominant pedagogy hasn’t noticeably changed for half a century (Kirk, 2010)

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“dominant competitive, aggressive, not-too-bright individual … (the) companionable ‘man (sic) of action’, but not someone with whom to engage in professional dialogue”Whitehead & Hendry (1976, p.75)

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reflective practice has had little to do with teachers’ continued professional development.

that innocence in teaching meant that, as teachers, we believed that we knew what we are doing and how we were affecting our pupils

(Brookfield, 1995)

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practice is lagging well behind the needs of the 21st Century (Lawson, 2009).

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It is through the process of knowing ourselves

that the gap between our personal theories and personal practice is noticed.

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As a ‘man of action’ I finally began to develop my personal knowledge and understanding of my own practices.

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I adopted a non-traditional approach to teaching and learning as a result of my self-reflections.

Through the ‘stories’ of a reflection diary that I wrote daily for nearly two years I experienced a number of “‘aha’ moments of ‘oh, I see’ (Bolton, 2005, p. xv).

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The idea is that of an educational science in which every classroom is a laboratory, each teacher a member of the scientific community.

Stenhouse (1977, p. 142)

Research functions not as a distraction from practice but as a development of it.

Schön (1983, p. ix)

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My classrooms were private places where the only valued contributions were mine

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Board of Education (1902)

The teacher should carry a staff, a barbell, or dumb-bells, according to the instruction which the class is receiving; he should teach as much as possible by illustration; and he will be careful, in order to stimulate the intelligence and interest of the children, to explain clearly, in simple terms, the reason for every movement and formation.

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By replacing the barbell with a rugby ball this image of didactic delivery became a familiar and significant part of my education

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the selective traditions of curriculum construction and pedagogical practices

(Lingard, 2007, p. 246)

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I was able to employ reflective practice

to examine the ways in which I taught

I was most definitely one of those teachers who “worked hard for continuity without knowing it, in the sense that [I was] frightfully conservative, never made a move and was resistant to change”

(Briault, 1974, p. 6).

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My dominant

voice

I felt that I had learnt some significant lessons about the type of teacher that I wanted to be and was a good way towards achieving this goal.

I had spoken an incredible

2265 words on 115 separate occasions in a lesson lasting

27 mins and 46sec.

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reflection

the willingness of the practitioner to do something ‘outside the box’ within the context in which they teach

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Location

Location

Location

the differences in schools are less significant than the similarities they have with other schools (Kirk, 2010)

The curriculum is a noticeable way through which the academic demands of the school are managed

There are aspects of school life

that pupils teachers must master

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These institutional demands

require staff and pupils to adopt coping strategies.

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It’s when you see the curriculum in action that the notion of traditional comes home to roost: certainly from the physical education perspective

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A school’s culture is based upon school norms: “shared beliefs, values, principles, and assumptions that guide patterns of behaviour.”

Rovegno and Bandhauer (1997, p. 401)

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As seen from the road, the school sits behind several acres of well-maintained fields, cut short to allow the traditional English sports to be played on its not particularly hallowed ground.

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The school clings to its traditions, although the pupils constantly strive to achieve individuality in the way they wear their ties and blazers.

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A lesson influenced by time. They were late for a 35 minute lesson, cutting down our working time to 16 minutes.

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frequentwearisome

annoyed

The difference between what teachers feel that they could achieve and what they actually ‘pull off’

(Lawson, 1993).

Refelection

I needed to find new ways of dealing with the traditions of the school and of education.

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Relocating

myself

Much of the change in my pedagogy had been about understanding my own teaching by understanding “the curriculum of [my] students”

(Connelly & Clandinin, 1988, p. 31)

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“rapid socialisation into a redundant occupational culture and the obsolete practices it sustains”

Elliott (1991, p. 7).

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My way out of this institutional socialisation was to explore alternatives to the ‘infallible expert model.’

Elliott (1991)

Reflection as the glue to theoretically-informed practice

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I started thinking less about the theory of the approaches per se and more about the ways of using them effectively and appropriately in my teaching.

I had a concomitant ‘quality control system’ from my academic colleagues, my regular reading of theory and my reflective practices.

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an understanding greater than that expected of

both a teacher and an academic, But more profoundly perhaps for a “not-too-bright individual”

Whitehead and Hendry (1976, p.75).

This ability to reflectively apply theory to practice allowed me to enhance the teaching, learning and content processes of the school and its participants.

My teaching has taken a proactive, reflective journey alongside my evolving personal theory.

Positively interdependent participants with shared goal

New pitch?: New goals to move

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Teacher

TeacherTeacher Educator

I continue to de-privatise my classrooms, locating my reflections, my practice and Iwithin my new institution and within the theories that I read and write

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Thank you