Chapter 1: Bridging Teaching Beliefs and Visible Behaviors: Data-Led and Dialogic Reflection as an Anchor for Critical Friendship
Andrew Gill and Daniel Hooper
Abstract
Although a wealth of inquiry has analyzed the “visible behaviors” (Farrell & Vos, 2018) of language teachers, a holistic view of teachers and the impact of their life experiences on classroom behaviors has been largely neglected in the reflective practice literature to date (Farrell, 2019). In this chapter, two university teachers attempt to partially address this imbalance by analyzing a critical friendship they engaged in during a reflective research project (Gill & Hooper, 2020). Within that study, two teachers individually and collaboratively examined classroom interactions using a Conversational Analysis approach where salient instructional issues were identified within transcribed audio data of their classes. The saliency of points of interest or concern was derived from each teacher’s individual teaching beliefs and what they felt represented “good teaching.” In this chapter, through revisiting transcribed data of critical conversations conducted during this study, the teachers explore ways in which their language teaching and learning histories inform their stated teaching principles. Furthermore, by comparing these conversations to previously collected classroom data, they examine the congruences and incongruences regarding what they think they do and what they actually do as teachers. Finally, in order to provide guidance to other teachers hoping to engage in similar research, the authors describe how the collaboration began, how they supported each other’s growth as classroom educators, and make recommendations for others looking to engage in a critical friendship.
Keywords: action research, observation, conversation analysis, teaching principles, teaching practices
About the Contributors
Andrew Gill is a Lecturer in the English Language Institute at Kanda University of International Studies. He has taught in Japanese universities for over 15 years, including in supervisory roles.
Daniel Hooper, PhD. is an Associate Professor in the Department of English Communication at Tokyo Kasei University. He has taught in both public and private education sectors in Japan for over 15 years.
Citation
Gill, A., & Hooper, D., & (2023). Bridging teaching beliefs and visible behaviors: Data-led and dialogic reflection as an anchor for critical friendship In A. Verla Uchida & J. Roloff Rothman (Eds.), Cultivating professional development through critical friendship and reflective practice: Cases from Japan (pp. 24-50). Candlin & Mynard. https://doi.org/10.47908/27/1
Although a wealth of inquiry has analyzed the “visible behaviors” (Farrell & Vos, 2018) of language teachers, a holistic view of teachers and the impact of their life experiences on classroom behaviors has been largely neglected in the reflective practice literature to date (Farrell, 2019). In this chapter, two university teachers attempt to partially address this imbalance by analyzing a critical friendship they engaged in during a reflective research project (Gill & Hooper, 2020). Within that study, two teachers individually and collaboratively examined classroom interactions using a Conversational Analysis approach where salient instructional issues were identified within transcribed audio data of their classes. The saliency of points of interest or concern was derived from each teacher’s individual teaching beliefs and what they felt represented “good teaching.” In this chapter, through revisiting transcribed data of critical conversations conducted during this study, the teachers explore ways in which their language teaching and learning histories inform their stated teaching principles. Furthermore, by comparing these conversations to previously collected classroom data, they examine the congruences and incongruences regarding what they think they do and what they actually do as teachers. Finally, in order to provide guidance to other teachers hoping to engage in similar research, the authors describe how the collaboration began, how they supported each other’s growth as classroom educators, and make recommendations for others looking to engage in a critical friendship.
Keywords: action research, observation, conversation analysis, teaching principles, teaching practices
About the Contributors
Andrew Gill is a Lecturer in the English Language Institute at Kanda University of International Studies. He has taught in Japanese universities for over 15 years, including in supervisory roles.
Daniel Hooper, PhD. is an Associate Professor in the Department of English Communication at Tokyo Kasei University. He has taught in both public and private education sectors in Japan for over 15 years.
Citation
Gill, A., & Hooper, D., & (2023). Bridging teaching beliefs and visible behaviors: Data-led and dialogic reflection as an anchor for critical friendship In A. Verla Uchida & J. Roloff Rothman (Eds.), Cultivating professional development through critical friendship and reflective practice: Cases from Japan (pp. 24-50). Candlin & Mynard. https://doi.org/10.47908/27/1
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...