Collaborative Journals: Scaffolding Reflective Practice in Teacher Education

Chapter

Abstract

Preservice teachers enrolled in a choral music methods class were asked to write journals about their field experiences in local schools. To foster reflective practice in a peer-supported environment, the students chose classmates to serve as collaborative journal partners. These narrative accounts of the students’ field experiences and the participants’ interactions were later collected as data for this study. Emergent themes included the development of pedagogical thoughtfulness and tact (Van Manen M, The tact of teaching: The meaning of pedagogical thoughtfulness, Althouse Press, London, 1991; The tone of teaching: The language of pedagogy. Althouse Press, London, 2002 AU: As per standard convention, the citations in the abstract are replaced by the respective references. Please check.) as the students considered not only their own actions but also the experiences of the students in their classrooms. In addition, students gained the “gift of confidence” (Mahn H and John-Steiner V, Learning for life in the 21st century, Blackwell, Oxford, 2002) as they provided a safe place for exchanging both joys and concerns. By seeing the “teacher” in the other, the students enabled a sense of “becoming” that supported their own emerging teacher identity.

Keywords

Novice Teacher Field Placement Proximal Development Narrative Inquiry School Music 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Barone, T. 1989. Ways of being at risk: The case of Billy Charles Barnett. Phi Delta Kappan 71(2): 147–151.Google Scholar
  2. Barone, T. 2001. Touching eternity: The enduring outcomes of teaching. New York: Teachers College Press.Google Scholar
  3. Barone, T. 2007. A return to the gold standard? Questioning the future of narrative construction as educational research. Qualitative Inquiry 13(4): 454–470.CrossRefGoogle Scholar
  4. Bateson, M.C. 1994. Peripheral visions: Learning along the way. New York: HarperCollins.Google Scholar
  5. Belenky, M., B. Clinchy, N. Goldberger, and J. Tarule. 1986/1997. Women’s ways of knowing: The development of self, voice, and mind. New York: Basic Books.Google Scholar
  6. Blair, D. 2009. Learner agency: To understand and to be understood. British Journal of Music Education 26(2): 173–187.CrossRefGoogle Scholar
  7. Bruner, J. 1986. Actual minds, possible worlds. Cambridge: Harvard University Press.Google Scholar
  8. Bruner, J. 1996. The culture of education. Cambridge: Harvard University Press.Google Scholar
  9. Burnard, P., and S. Hennessy (eds.). 2006. Reflective practices in arts education. Dordrecht: Springer.Google Scholar
  10. Clandinin, D.J. 2007. Handbook of narrative inquiry: Mapping a methodology. Thousand Oaks: Sage.Google Scholar
  11. Clandinin, D.J., and F.M. Connelly. 1991. Narrative and story in practice and research. In The reflective turn: Case studies in and on educational practice, ed. D. Schön, 258–281. New York: Teachers College Press.Google Scholar
  12. Clandinin, D.J., and F.M. Connelly. 2000. Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.Google Scholar
  13. Clandinin, D.J., J. Huber, M. Huber, M.S. Murphy, A.M. Orr, M. Pearce, and P. Steeves. 2006. Composing diverse identities: Narrative inquiries into the interwoven lives of children and teachers. New York: Routledge.Google Scholar
  14. Claxton, G. 1997. Hare brain, tortoise mind: How intelligence increases when you think less. New York: HarperCollins.Google Scholar
  15. Coles, R., and J.H. Coles. 1978. Women of crisis: Lives of struggle and hope. New York: Delacourt Press.Google Scholar
  16. Denzin, N., and Y. Lincoln. 2000. Handbook of qualitative research. Thousand Oaks: Sage.Google Scholar
  17. Dewey, J. 1902. The child and the curriculum. Chicago: University of Chicago Press.Google Scholar
  18. Dewey, J. 1910/1997. How we think. Mineola: Dover.CrossRefGoogle Scholar
  19. Dewey, J. 1938/1998. Experience and education: The 60 th anniversary edition. West Lafayette: Kappa Delta Pi.Google Scholar
  20. Fosnot, C.T. 2005. Constructivism: Theory, perspectives, and practice, 2nd ed. New York: Teachers College Press.Google Scholar
  21. Ghaye, T. 2005. Reflection as a catalyst for change. Reflective Practice 6(2): 177–187.CrossRefGoogle Scholar
  22. Gipps, C. 2002. Sociocultural perspectives on assessment. In Learning for life in the 21 st century: Social perspectives on the future of education, ed. G. Wells and G. Claxton, 73–83. Oxford: Blackwell.CrossRefGoogle Scholar
  23. Greene, M. 1995. Releasing the imagination. San Francisco: Jossey-Bass.Google Scholar
  24. Hatton, N., and D. Smith. 1995. Reflection in teacher education: Towards definitions and ­implementation. Teaching and Teacher Education 11(1): 33–49.CrossRefGoogle Scholar
  25. Josselson, R. 2007. The ethical attitude in narrative research: Principles and practicalities. In Handbook of narrative inquiry: Mapping a methodology, ed. D.J. Clandinin, 537–566. Thousand Oaks: Sage.Google Scholar
  26. Kincheloe, J.L. 1991. Teachers as researchers: Qualitative inquiry as a path to empowerment. New York: Falmer Press.Google Scholar
  27. Lave, J., and E. Wenger. 1991. Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.Google Scholar
  28. Lincoln, Y.S., and E.G. Guba. 1985. Naturalistic inquiry. Newbury Park: Sage.Google Scholar
  29. Mahn, H. 2003. Periods in child development: Vygotsky’s perspective. In Vygotsky’s educational theory in cultural context, ed. A. Kozulin, B. Gindis, V. Ageyev, and S. Miller, 119–137. Cambridge: Cambridge University Press.Google Scholar
  30. Mahn, H., and V. John-Steiner. 2000. Developing the affective ZPD. Paper presented at III Conference for Sociocultural Research, San Paulo, Brazil. Retrieved from http://www.fae.unicamp.br/br2000/indit.htm
  31. Mahn, H., and V. John-Steiner. 2002. The gift of confidence: A Vygotskian view of emotions. In Learning for life in the 21 st century, ed. G. Wells and G. Claxton. Oxford: Blackwell.Google Scholar
  32. Merleau-Ponty, M. 1962. Phenomenology of perception. New York: Routledge & Kegan Paul.Google Scholar
  33. Moon, J. 1999a. Learning journals: A handbook for academics, students and professional development. London: Kogan Page.Google Scholar
  34. Moon, J. 1999b. Reflection in learning and professional development: Theory and practice. London: Kogan Page.Google Scholar
  35. Myerhoff, B. 1980. Number our days. New York: Simon & Schuster.Google Scholar
  36. Nachmanovitch, S. 1990. Free play: Improvisation in life and art. New York: Penguin Putnam.Google Scholar
  37. Parkinson, D. 2005. Unexpected student reflections from an underused genre. College Teaching 53(4): 147–151.CrossRefGoogle Scholar
  38. Peshkin, A. 1986. God’s Choice: The world of a fundamentalist Christian school. Chicago: University of Chicago Press.Google Scholar
  39. Polkinghorne, D.E. 1995. Narrative configuration in qualitative analysis. In Life history and ­narrative eds. J.A. Hatch and R. Wisniewski, 5–23. London: The Falmer Press.Google Scholar
  40. Richardson, L. 2000. Writing: A method of inquiry. In A handbook of qualitative research, ed. N. Denzin and Y. Lincoln, 923–948. Thousand Oaks: Sage.Google Scholar
  41. Riessman, C.K. 2008. Narrative methods for the human sciences. Thousand Oaks: Sage.Google Scholar
  42. Rolfe, L. 2006. Using learner journals in teacher education of the arts. In Reflective practices in arts education, ed. P. Burnard and S. Hennessy, 95–106. Dordrecht: Springer.CrossRefGoogle Scholar
  43. Schőn, D.A. 1983. The reflective practitioner: How practitioners think in action. New York: Basic Books.Google Scholar
  44. Schőn, D.A. 1987. Educating the reflective practitioner. San Francisco: Jossey-Bass.Google Scholar
  45. Schön, D.A. (ed.). 1991. The reflective turn: Case studies in and on educational practice. New York: Teachers College Press.Google Scholar
  46. Van Manen, M. 1990. Researching lived experience: Human science for an action sensitive pedagogy. Albany: State University of New York Press.Google Scholar
  47. Van Manen, M. 1991. The tact of teaching: The meaning of pedagogical thoughtfulness. London: Althouse Press.Google Scholar
  48. Van Manen, M. 1994. Pedagogy, virtue, and narrative identity in teaching. Curriculum Inquiry 4(2): 135–170.CrossRefGoogle Scholar
  49. Van Manen, M. 1995. On the epistemology of reflective practice. Teachers and Teaching: Theory and Practice 1(1): 33–50.CrossRefGoogle Scholar
  50. Van Manen, M. 2002. The tone of teaching: The language of pedagogy. London: Althouse Press.Google Scholar
  51. Vygotsky, L.S. 1978. Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.Google Scholar
  52. Vygotsky, L.S. 1987. Thinking and speech (trans: Minick, N.). In The collected works of L.S. Vygotsky, Vol. 1: Problems of general psychology, eds. R.W. Rieber and A.S. Carton, 39–285. New York, NY: Plenum (Original work published 1934).Google Scholar
  53. Wolcott, H.F. 1998. Ethnographic research in education. In Complementary methods for research in education, ed. R.M. Jaeger, 327–353. Washington, DC: American Educational Research Association.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2012

Authors and Affiliations

  1. 1.Music EducationOakland UniversityRochesterUSA

Personalised recommendations