Teachers’ Interactions and their Collaborative Reflection Processes during Peer Meetings

Abstract

Teachers’ reflections are often narrowly focused on technical questions (‘how to’) and less on the underlying moral, political and emotional aspects of their functioning. However, for a better understanding of teaching practice it is important to uncover beliefs and values that usually remain implicit. Meeting with others is considered crucial for enhancing the quality of teachers’ reflections. However, little is known about how any beneficial effects of such meetings are brought about. We explored the relationship between medical teachers’ interactions and collaborative reflection processes during peer meetings. Five experienced teachers and a teacher trainer participated in the study. Three peer meetings were videotaped and transcribed. Teachers’ interactions and collaborative reflective processes were analysed. The interactions promoted reflection not only on technical questions but also on moral, political, and emotional issues. ‘Guiding/directing’, ‘proposing an alternative’ and ‘exploring an alternative’ appeared to be the principal interactions. The results may be useful for teachers and trainers who are considering organising and/or improving peer meetings.

Appendices

Appendix I

Case I: A disturbed lecture Short description of the critical incident

Teacher Z arrives late for a lecture he has to give, the equipment doesn’t work, the students get restless and noisy, and the lecture proceeds rather chaotically. The teacher tries to remain calm and finishes the lecture but feels very frustrated when he leaves, because the students did not show him proper respect (emotional and moral dimension).

Discussion summary

First some follow-up questions are asked about Z’s expectations of the students (moral dimension). Next, Z’s attention is drawn to the students’ emotions: he was not the only one who was angry, the students were angry too (emotional dimension). Z is asked why he got angry and why he decided␣to finish the lecture despite the turmoil instead of just leaving. (here␣a␣new dimension is introduced when an alternative is proposed: the technical-instrumental dimension). Finally, Z is asked if he has encountered similar situations before. In the advice round, Z is advised to show his emotions to the students and discuss his expectations with them. Furthermore, Z is advised to expect and accept the possibility that the students may not behave as he expects them to. Z responds by saying that disturbance is not to be tolerated. It is suggested that he should indicate ground rules for lectures. However, is it Z who should decide about these rules? This is a rather hierarchical view of the teacher-student relationship (here the political dimension is addressed by guiding/directing). One of the other teachers confronts Z with a different view of students’ and teachers’ roles: Z expects students to show respect for their teachers and he wants to achieve this by using tricks. However, teachers can also capture students’ attention when students are eager to hear what the teacher has to say, because they actually want to use the teacher as a source of information (here, by guiding/directing, and proposing and exploring an alternative the discussion moves back from the technical-instrumental and political dimension to two specific aspects of the moral dimension: views of good teaching and the teacher’s professional role; see discussion fragment I). The discussion continues and the function of lectures is addressed. Z is also advised to ask for help with his professional development to reconsider his views of good teaching as well as his role as a teacher. Finally, Z evaluates the advice given to him. He accepts the advice to seek help with his professional development and he expresses appreciation for the technical advice.

Appendix II

Case II: Irritation and frustration about an innovation project Short description of the critical incident

Teacher B is in charge of a curriculum innovation project and becomes irritated and frustrated when other persons involved in the curriculum want to implement changes less rapidly and give higher priority to other matters (emotional dimension, moral dimension).

Discussion summary

An alternative is proposed and explored, i.e. releasing irritations and frustrations (technical-instrumental dimension). B explains that he has difficulty expressing his frustration and irritation in other situations as well. Instead of letting things take their course, he usually tries to convince the other persons involved that the innovations are really very important and must be implemented. B is asked: if you allow other people to learn from their mistakes, how bad will the damage be? Are you to blame when things go wrong? (Here, by guiding/directing and proposing an alternative, the political dimension is addressed, discussion fragment II). After exploration of the alternative the discussion continues and focuses on what failure of the innovation project would mean to B. B is asked if he is afraid that the innovation will fail, and that he will regard this as a personal failure (Here, by guiding/directing, the discussion again turns from the political dimension to the emotional dimension by further analysis of how B feels about the proposed alternative, Discussion fragment II). B is asked if he understands why others might do things differently than he expects them to. B reacts by saying that they may have other priorities and that he sees it as his task to change these (Here, by guiding/directing the moral dimension is addressed again). In the advice round, B is advised to come to an accommodation with those involved in the innovations and accept that innovation processes take time. A course in management of organisational change might be helpful. Furthermore, B is advised to consider how he interprets his responsibilities and why he should have such a deeply felt need to be in control. B is advised to give others a chance to learn from their mistakes and leave the responsibility with them. Finally, B is advised to seek other interests he can enjoy to counterbalance his feelings of irritation and frustration. B evaluates the advice and says that he realises that innovation processes take time and commitment and that it is important to reach accommodations with others. When the teacher trainer asks B what he sees as his greatest challenge, he says that he would like to discover why it is so difficult for him to let go.