LSSLT 11: Observation of Teaching

Référence: ISBN 9783895862359

Observation of Teaching

Bridging Theory and Practice through Research on Teaching

Gloria Park, Indiana University of Pennsylvania, USA
Handoyo Puji Widodo, Politeknik Negeri Jember, Indonesia
Andrzej Cirocki, University of Gdansk, Poland (eds.)

Grounded in postmodern perspectives on teaching, this much-needed edited volume offers fascinating insights into observation of teaching. It is divided into five parts. In the first part, the authors provide interesting insights into how they view research on teaching and observation of teaching as a form of professional development and a mandatory reflective practice. In the second part, the authors voice different perspectives on critical self-reflective inquiry. They discuss how reflective practices can lead to self-awareness of their work in the classroom. What follows, each author, in the third part, highlights the idea that observing others’ practices can be a repertoire of exploring alternative pedagogies and ways to (co) and (re)construct what one does as a teacher. In the fourth part, the authors provide readers with a solid understanding of the visible and invisible power issues pervasive in institutional contexts. By conducting post-observation sessions and reflecting on those sessions, teachers, teacher educators, and teacher researchers can begin to unpack the sociocultural and sociopolitical contexts of teaching. In the last part, the authors document critical reflections on collaborative work between teacher educators from two different content areas, teacher educators and classroom teachers working with science education students, and a teacher educator looking to develop an effective, contextualized teacher education program model as a way to foster cultural competence among teacher learners from diverse backgrounds.

Thus, this edition provides readers with a complete picture of reconceptualizing their teaching via engaging in critical reflections, observing other teachers’ classroom practices, and challenging their views on how teaching is intimately connected to the world they live in. Therefore, this edited collection is a useful guide and resource book for pre- and in-service teachers who wish to be involved in observation of teaching as a research and teacher professional development tool.

Section I: Conceptual Framework of Teacher Research

Chapter One: Observing Classroom Lessons for Professional Development
Kathleen M. Bailey, Monterey Institute of International Studies, USA

Chapter Two: Professional Development through Reflective Practice In and FOR Action
Thomas S. C. Farrell, Brock University, Canada

Chapter Three: Learning by doing: The Role of Data Collection in Action Research
Denise E. Murray, Macquarie University, Australia

Chapter Four: Classroom Ethnographies: Doing Teacher Research
Andrez Cirocki, University of Gdansk, Poland

Section II: Exploration of the Self via Critical self-Reflective Inquiry

Chapter Five: When the mirror reflects two faces: Critical self reflection
Pisarn Bee Chamcharatsri, Indiana University of Pennsylvania, USA

Chapter Six: It’s not you, It’s me: A teacher’s reflection of Self-discovery through Delpit’s Culture of Power Theory
Lynnette Mawhinney, The College of New Jersey, USA

Section III: Observation of Teaching: Exploration of the Pedagogies of Others

Chapter Seven: Humanizing Pedagogy and the Personal Essay
Hayat Messekher
John Leonard Reilly
Marlen E. Harrison
Indiana University of Pennsylvania, USA

Chapter Eight: Teachers’ Identity in Practice: A study of a NNES Instructor of an Undergraduate research writing course
Nawwaf Alhazmi, Yanbu Industrial College, Saudia Arabia
John Grant, Indiana University of Pennsylvania
Takako Shimoda, Amagasaki Oda High School, Japan

Chapter Nine: Magic in ESL: An observation of student motivation in an ESL class
Chikako Hara, Szuka Municipal Hiratano Junior High School, Japan
Whitney Tudor Sarver, Indiana University of Pennsylvania, USA

Section IV: Lessons Learned from Post-Observation Discussions: Forms of (Dis)empowerment

Chapter Ten: The parameter of particularity: A critical analysis of a supervisory observation of an EFL teacher’s classroom in Turkey
Alev Ozbilgin, Middle East Technical University, Northern Cyprus, Turkey
Dan J. Tannacito, Indiana University of Pennsylvania, USA

Chapter Eleven: Dialogic Talk in the Post-Observation conference: An investment for reflection
Steve Mann, University of Warwick, UK
Fiona Copland, Aston University, UK

Section V: Promoting Critical Praxis in Teacher Education Programs

Chapter Twelve: Crossing Borders: Interdisciplinary collaboration among teacher education faculty
Margo DelliCarpini
Amanda Gulla
The City University of New York, USA

Chapter Thirteen: Developing Cross-cultural competence through observation and dialogic teacher inquiry
Melinda Martin-Beltran, University of Maryland, College Park, USA

Chapter Fourteen: Building evidence based teacher education through a continuum of classroom-centered reflective practices
Divonna M. Stebick
Carol R. Rinke
Mara M. Fedeles
Lindsey A. Kowalsky
Gettysburg College, USA

ISBN 9783895862359. LINCOM Studies in Second Language Teaching 11. 248pp. 2010.

Parcourir cette catégorie : LINCOM Studies in Second Language Teaching (LSSLT)