Chapter 6: The Realist and the Idealist: Experiences of Co-Running a Teachers’ Reflective Practice Group
Peter Brereton and Michael Ellis
Abstract
In this chapter, the two authors examine their experiences of managing a group to promote reflective practice within a diverse group of teachers from our respective institutions. Through a process which involved both individual reflection and collaborative discussions based on principles of cooperative development, we explore our differing aims, visions, and expectations for the group. We then narrate how we have learned from each other and how, despite some differences, we have formed an effective and complementary partnership, working together to strike a balance for the benefit of the group.
Unlike many other critical friendships, we do not have a particularly close personal relationship. Although we get along well, hold similar beliefs, and have a number of shared interests, we would not describe ourselves as particularly close friends. However, we believe this demonstrates that an effective critical friendship does not necessarily equate to a close personal friendship or mean that individuals must spend a lot of time together beyond their professional realm to conduct productive professional development.
This chapter will be of interest to those who are interested in cultivating professional relationships with others, particularly when it comes to co-managing a project, and in working together to achieve a mutually beneficial outcome.
Keywords: evidence-based, reflective practice, narratives, professional development, community of practice
About the Contributors
Peter Brereton teaches English for Liberal Arts at International Christian University in Tokyo. He holds a Delta and an MA in TESOL and is currently a doctoral student at the University of Warwick. His research interests include English as a Medium of Instruction and all aspects of teacher professional development.
Michael Ellis coordinates the EFL program at International Christian University High School in Tokyo. His research interests include reflective teaching practice and the use of CLIL to amplify marginalized voices.
Citation
Brereton, P., & Ellis, M. (2023). The realist and the idealist: Experiences of co-running a teachers’ reflective practice group In A. Verla Uchida & J. Roloff Rothman (Eds.), Cultivating professional development through critical friendship and reflective practice: Cases from Japan (pp. 164-185). Candlin & Mynard. https://doi.org/10.47908/27/6
In this chapter, the two authors examine their experiences of managing a group to promote reflective practice within a diverse group of teachers from our respective institutions. Through a process which involved both individual reflection and collaborative discussions based on principles of cooperative development, we explore our differing aims, visions, and expectations for the group. We then narrate how we have learned from each other and how, despite some differences, we have formed an effective and complementary partnership, working together to strike a balance for the benefit of the group.
Unlike many other critical friendships, we do not have a particularly close personal relationship. Although we get along well, hold similar beliefs, and have a number of shared interests, we would not describe ourselves as particularly close friends. However, we believe this demonstrates that an effective critical friendship does not necessarily equate to a close personal friendship or mean that individuals must spend a lot of time together beyond their professional realm to conduct productive professional development.
This chapter will be of interest to those who are interested in cultivating professional relationships with others, particularly when it comes to co-managing a project, and in working together to achieve a mutually beneficial outcome.
Keywords: evidence-based, reflective practice, narratives, professional development, community of practice
About the Contributors
Peter Brereton teaches English for Liberal Arts at International Christian University in Tokyo. He holds a Delta and an MA in TESOL and is currently a doctoral student at the University of Warwick. His research interests include English as a Medium of Instruction and all aspects of teacher professional development.
Michael Ellis coordinates the EFL program at International Christian University High School in Tokyo. His research interests include reflective teaching practice and the use of CLIL to amplify marginalized voices.
Citation
Brereton, P., & Ellis, M. (2023). The realist and the idealist: Experiences of co-running a teachers’ reflective practice group In A. Verla Uchida & J. Roloff Rothman (Eds.), Cultivating professional development through critical friendship and reflective practice: Cases from Japan (pp. 164-185). Candlin & Mynard. https://doi.org/10.47908/27/6
Information About the Book
Title: Cultivating Professional Development Through Critical Friendship and Reflective Practice: Cases From Japan.
Editors: Adrianne Verla Uchida and Jennie Roloff Rothman
Publication date: 2023
Read more...
Title: Cultivating Professional Development Through Critical Friendship and Reflective Practice: Cases From Japan.
Editors: Adrianne Verla Uchida and Jennie Roloff Rothman
Publication date: 2023
Read more...