Beyond tokenism: Reflection as an opportunity for imagining pedagogical futures in teacher development (Stage 2, 9:50 AM)

• In Event: e-Lightning Ed-Talk Session 7 - Stage 2

Abstract

Twenty-first century teacher development represents the avenue for deriving futuristic solutions. This generic qualitative study examined written reflections of 30 in-service teachers to ascertain what their reflections reveal about their pedagogical thinking, professional practice, and opportunities for pedagogical transformation. Data was analysed using thematic analysis. The findings revealed that personal curriculum and context drive in-service teachers’ pedagogical thinking and professional practice and that their pedagogical thinking evolved beyond tokenism to reimagine pedagogical future. Additionally, thinking differently about pedagogy, and ownership of professional learning were opportunities they identified for pedagogical transformation. The findings suggest that reflective practice can foster pedagogical change in in-service teacher development, and reflection can help in-service teachers become more responsive to present and future classroom needs.

Author

• Carmel Geneva Roofe, University of the West Indies - Mona Campus