Professional awareness among English language teacher educators: individual and collaborative reflective practice
DOI:
https://doi.org/10.69969/revistababel.v10i1.8120Keywords:
Language teacher education, Reflective practice, Professional awareness, Self-evaluation, Peer observationAbstract
Studies involving reflective practice (RP) in Education generally focus on student or novice teachers. The research reported on here involved higher level language teacher educators, reflecting as individuals and as a community. The researcher investigates the role and limitations of cooperation in the refinement of professional awareness. The participants engaged in a non-longitudinal process of self-evaluation, supported by three data-led guidance activities, as external frames of reference, namely, self and peer observation, post observation peer-feedback and group socialization. Blocks of discourse, studied as sub-corpora were analyzed as independent units and also in reference to other existent corpora. The analysis combined quantitative and qualitative research methods, taking a predominantly qualitative approach involving descriptive, exploratory and explanatory analysis. The analytical methods combine conversation and discourse analysis supported by corpus linguistics. The results showed that the impact of collaborative modes of work on individual professional self-awareness depend heavily on the nature of the interactions, individual levels of experience, previous RP engagement and resistance to change. Moreover, the results highlight the need for RP research to be more frequently extended to all levels of teaching experience, as a way to maintain continual development at any stage of an individual’s professional career.
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