Chapter 4: Epiphanies in Practice: How Good Friends Can Become Critical Friends
Aviva Ueno and Amanda J. Yoshida
Abstract
This chapter explores our critical reflection over two semesters. Each of us chose a course to focus on that could be improved upon in terms of teaching approach, materials, and student engagement. We met on Zoom twice a month to discuss our teaching diaries. Throughout the process of developing a critical friendship, we continually asked ourselves some key questions:
1. What discoveries were we able to make through the process of writing regularly in a teaching diary?
2. What discoveries were we able to make during our critical reflection meetings?
3. Overall, what were some positive outcomes in our teaching that came about because of our critical friendship?
To investigate these questions, we will draw on (1) our teaching diaries, (2) meeting transcripts, and (3) teacher-made materials. The data will be coded to find some emerging themes. We expect to find themes related to teacher development and motivation. Drawing on the findings and reviewing the relevant literature, we aim to point out the value of both written and dialogic reflection in making discoveries and aligning our beliefs with our practices. In our case, shifting from a normal friendship to a critical friendship created a new space for us to reflect on our lesson materials, teaching approaches, and missteps. This critical friendship allowed us to experience several epiphanies that guided our next moves. In conclusion, we recommend that teachers engage in reflective practice with a critical friend so that they can open pathways to discoveries they may not have considered alone.
Keywords: dialogue, narratives, teacher diaries
About the Contributors
Aviva Ueno has been teaching English in Japan since 1987. She obtained her Master’s degree in TESOL from Anaheim University in 2013. Her research interests include reflective practice, professional development, and maintaining learner motivation.
Amanda J. Yoshida has been teaching English in Japan since 2003 in both secondary and tertiary settings. She obtained her Master’s degree in TESOL from Anaheim University in 2013. Her research interests include reflective practices, teacher well-being, and class-based assessment.
Citation
Ueno, A., & Yoshida, A. J. (2023). Epiphanies in practice: How good friends can become critical friends In A. Verla Uchida & J. Roloff Rothman (Eds.), Cultivating professional development through critical friendship and reflective practice: Cases from Japan (pp. 109-133). Candlin & Mynard. https://doi.org/10.47908/27/4
This chapter explores our critical reflection over two semesters. Each of us chose a course to focus on that could be improved upon in terms of teaching approach, materials, and student engagement. We met on Zoom twice a month to discuss our teaching diaries. Throughout the process of developing a critical friendship, we continually asked ourselves some key questions:
1. What discoveries were we able to make through the process of writing regularly in a teaching diary?
2. What discoveries were we able to make during our critical reflection meetings?
3. Overall, what were some positive outcomes in our teaching that came about because of our critical friendship?
To investigate these questions, we will draw on (1) our teaching diaries, (2) meeting transcripts, and (3) teacher-made materials. The data will be coded to find some emerging themes. We expect to find themes related to teacher development and motivation. Drawing on the findings and reviewing the relevant literature, we aim to point out the value of both written and dialogic reflection in making discoveries and aligning our beliefs with our practices. In our case, shifting from a normal friendship to a critical friendship created a new space for us to reflect on our lesson materials, teaching approaches, and missteps. This critical friendship allowed us to experience several epiphanies that guided our next moves. In conclusion, we recommend that teachers engage in reflective practice with a critical friend so that they can open pathways to discoveries they may not have considered alone.
Keywords: dialogue, narratives, teacher diaries
About the Contributors
Aviva Ueno has been teaching English in Japan since 1987. She obtained her Master’s degree in TESOL from Anaheim University in 2013. Her research interests include reflective practice, professional development, and maintaining learner motivation.
Amanda J. Yoshida has been teaching English in Japan since 2003 in both secondary and tertiary settings. She obtained her Master’s degree in TESOL from Anaheim University in 2013. Her research interests include reflective practices, teacher well-being, and class-based assessment.
Citation
Ueno, A., & Yoshida, A. J. (2023). Epiphanies in practice: How good friends can become critical friends In A. Verla Uchida & J. Roloff Rothman (Eds.), Cultivating professional development through critical friendship and reflective practice: Cases from Japan (pp. 109-133). Candlin & Mynard. https://doi.org/10.47908/27/4
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...