Rethinking student teachers' professional learning in Wales: Promoting reflection-in-action

Grigg, Russell; Crick, Tom; Lewis, Helen

doi:10.1002/curj.271

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Rethinking student teachers' professional learning in Wales: Promoting reflection-in-action

Russell Grigg, Tom Crick

, Helen Lewis

The Curriculum Journal, Volume: 35, Issue: 4, Pages: 690 - 705

Swansea University Authors: Russell Grigg, Tom Crick , Helen Lewis

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DOI (Published version): 10.1002/curj.271

Abstract

Nearly forty years ago, Stenhouse argued that the function of the curriculum was to stimulate teachers' everyday reflection about and learning from practice. This suggestion, alongside his support for teachers as researchers, aligns with the Welsh Government's commitment to build an eviden...

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Published in:	The Curriculum Journal
ISSN:	0958-5176 1469-3704
Published:	Wiley 2024
Online Access:	Check full text
URI:	https://cronfa.swan.ac.uk/Record/cronfa66459
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first_indexed	2024-05-16T20:48:32Z
last_indexed	2024-05-16T20:48:32Z
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This suggestion, alongside his support for teachers as researchers, aligns with the Welsh Government's commitment to build an evidence‐informed profession as part of ongoing major education system‐level reforms, including the implementation of the new Curriculum for Wales from September 2022. University initial teacher education (ITE) partnerships are playing an important role in building collaborative research capacity. This paper describes a case study of one such partnership which aims to promote research‐informed, reflective practice among its postgraduate primary student teachers. We use one of Stenhouse's (1975) ‘essential principles’ of empirical study to frame our discussion of how student teachers' reflective practice is supported through brief conversations with their teacher educators (mentors) during lessons. Using a mixed methods approach, the findings show that student teachers value in‐the‐moment feedback. The intervention also helps them to question aspects of teaching and learning, although such reflection is at a technical level. Our study is useful for teacher educators who are interested in supporting reflective practice through coaching and mentoring. It also cautions school leaders and policymakers implementing major curriculum reforms not to lose sight of Stenhouse's view that ‘it is teachers who, in the end, will change the world of the school by understanding it’. 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spelling	v2 66459 2024-05-16 Rethinking student teachers' professional learning in Wales: Promoting reflection-in-action 9701d32adc7c12ae98010199dd338146 Russell Grigg Russell Grigg true false 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false daebf144a10dc3164bff6ec1800d66d3 0000-0003-4329-913X Helen Lewis Helen Lewis true false 2024-05-16 SOSS Nearly forty years ago, Stenhouse argued that the function of the curriculum was to stimulate teachers' everyday reflection about and learning from practice. This suggestion, alongside his support for teachers as researchers, aligns with the Welsh Government's commitment to build an evidence‐informed profession as part of ongoing major education system‐level reforms, including the implementation of the new Curriculum for Wales from September 2022. University initial teacher education (ITE) partnerships are playing an important role in building collaborative research capacity. This paper describes a case study of one such partnership which aims to promote research‐informed, reflective practice among its postgraduate primary student teachers. We use one of Stenhouse's (1975) ‘essential principles’ of empirical study to frame our discussion of how student teachers' reflective practice is supported through brief conversations with their teacher educators (mentors) during lessons. Using a mixed methods approach, the findings show that student teachers value in‐the‐moment feedback. The intervention also helps them to question aspects of teaching and learning, although such reflection is at a technical level. Our study is useful for teacher educators who are interested in supporting reflective practice through coaching and mentoring. It also cautions school leaders and policymakers implementing major curriculum reforms not to lose sight of Stenhouse's view that ‘it is teachers who, in the end, will change the world of the school by understanding it’. The paper concludes by discussing the research implications in shaping emerging practice and policy in the context of ongoing system‐level reform and curriculum implementation in Wales, with potential applicability and portability to other contexts and jurisdictions. Journal Article The Curriculum Journal 35 4 690 705 Wiley 0958-5176 1469-3704 Curriculum reform, initial teacher education, mentoring, reflection-in-action, Stenhouse, Wales 1 11 2024 2024-11-01 10.1002/curj.271 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University SU Library paid the OA fee (TA Institutional Deal) 2024-10-17T14:16:18.8043827 2024-05-16T21:39:06.5997038 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Russell Grigg 1 Tom Crick 0000-0001-5196-9389 2 Helen Lewis 0000-0003-4329-913X 3 66459__30409__21513e923d1141b6881117c393c2a6a0.pdf 66459.VoR.pdf 2024-05-20T15:15:39.5331589 Output 1758620 application/pdf Version of Record true © 2024 The Authors. This is an open access article under the terms of the Creative Commons Attribution License. true eng http://creativecommons.org/licenses/by/4.0/
title	Rethinking student teachers' professional learning in Wales: Promoting reflection-in-action
spellingShingle	Rethinking student teachers' professional learning in Wales: Promoting reflection-in-action Russell Grigg Tom Crick Helen Lewis
title_short	Rethinking student teachers' professional learning in Wales: Promoting reflection-in-action
title_full	Rethinking student teachers' professional learning in Wales: Promoting reflection-in-action
title_fullStr	Rethinking student teachers' professional learning in Wales: Promoting reflection-in-action
title_full_unstemmed	Rethinking student teachers' professional learning in Wales: Promoting reflection-in-action
title_sort	Rethinking student teachers' professional learning in Wales: Promoting reflection-in-action
author_id_str_mv	9701d32adc7c12ae98010199dd338146 200c66ef0fc55391f736f6e926fb4b99 daebf144a10dc3164bff6ec1800d66d3
author_id_fullname_str_mv	9701d32adc7c12ae98010199dd338146_*_Russell Grigg 200c66ef0fc55391f736f6e926fb4b99__Tom Crick daebf144a10dc3164bff6ec1800d66d3_**_Helen Lewis
author	Russell Grigg Tom Crick Helen Lewis
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description	Nearly forty years ago, Stenhouse argued that the function of the curriculum was to stimulate teachers' everyday reflection about and learning from practice. This suggestion, alongside his support for teachers as researchers, aligns with the Welsh Government's commitment to build an evidence‐informed profession as part of ongoing major education system‐level reforms, including the implementation of the new Curriculum for Wales from September 2022. University initial teacher education (ITE) partnerships are playing an important role in building collaborative research capacity. This paper describes a case study of one such partnership which aims to promote research‐informed, reflective practice among its postgraduate primary student teachers. We use one of Stenhouse's (1975) ‘essential principles’ of empirical study to frame our discussion of how student teachers' reflective practice is supported through brief conversations with their teacher educators (mentors) during lessons. Using a mixed methods approach, the findings show that student teachers value in‐the‐moment feedback. The intervention also helps them to question aspects of teaching and learning, although such reflection is at a technical level. Our study is useful for teacher educators who are interested in supporting reflective practice through coaching and mentoring. It also cautions school leaders and policymakers implementing major curriculum reforms not to lose sight of Stenhouse's view that ‘it is teachers who, in the end, will change the world of the school by understanding it’. The paper concludes by discussing the research implications in shaping emerging practice and policy in the context of ongoing system‐level reform and curriculum implementation in Wales, with potential applicability and portability to other contexts and jurisdictions.
published_date	2024-11-01T14:16:16Z
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Rethinking student teachers' professional learning in Wales: Promoting reflection-in-action

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