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Analysis of Reflective Professional Development Models [microform] / Nikola N. Filby
Bib ID 5592757
Format BookBook, MicroformMicroform, OnlineOnline
Author
Filby, Nikola N
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1995 
58 p. 
Summary

This paper reviews the background of and compares three particular approaches to reflective professional development, specifically as used by Far West Laboratory: case methods, the Peer Assisted Leadership process, in which peer partners observe each other, conduct reflective interviews, construct leadership models, and explore alternate ways to handle dilemmas they face as school leaders; and teacher action research. It further describes how theory, data, and discussion are intertwined in each approach; what forms of knowing and reasoning emerge; and how these processes unfold in several specific examples. A distinctive characteristic of the approaches, as compared to their reflective processes, is the emphasis on in-depth consideration of real world experience or the documentation and interpretation of specific situations, here labeled as a focus on data. Discussion is a process tool by which participants articulate and reconsider interpretations of experience and try out and adjust different theoretical frames. By focusing on data or experience, many different forms of knowing and learning become relevant and useful, including propositional knowledge, narrative knowledge, and reflection through action. Each case is reviewed in terms of story, theory, action, question form, data/research, agency, and complexity. Appendixes include four examples of teacher research cases and an annotated bibliography of reflective professional development model literature. (Contains 49 references.) (Author/NAV)

Notes

Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.

Contract Number: RP91002006.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Action Research.  |  Case Studies.  |  Classroom Research.  |  Collegiality.  |  Elementary Education.  |  Elementary School Mathematics.  |  Elementary School Teachers.  |  Group Discussion.  |  Higher Education.  |  Models.  |  Peer Groups.  |  Peer Relationship.  |  Professional Development.  |  Reflective Teaching.  |  Research Projects.  |  Teacher Researchers.  |  Theory Practice Relationship.  |  Peer Assisted Leadership Program  |  Reflective Thinking
Form/genre Opinion Papers.
Other authors/contributors Far West Lab. for Educational Research and Development, San Francisco, CA
Available From ERIC 
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001 5592757
005 20181022111620.0
007 he u||024||||
008 080220s1995    xxu ||| b     ||| | eng d
035 |9(ericd)ED393857
037 |aED393857|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aFilby, Nikola N.
245 1 0 |aAnalysis of Reflective Professional Development Models|h[microform] /|cNikola N. Filby.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1995.
300 |a58 p.
500 |aSponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.|5ericd
500 |aContract Number: RP91002006.|5ericd
520 |aThis paper reviews the background of and compares three particular approaches to reflective professional development, specifically as used by Far West Laboratory: case methods, the Peer Assisted Leadership process, in which peer partners observe each other, conduct reflective interviews, construct leadership models, and explore alternate ways to handle dilemmas they face as school leaders; and teacher action research. It further describes how theory, data, and discussion are intertwined in each approach; what forms of knowing and reasoning emerge; and how these processes unfold in several specific examples. A distinctive characteristic of the approaches, as compared to their reflective processes, is the emphasis on in-depth consideration of real world experience or the documentation and interpretation of specific situations, here labeled as a focus on data. Discussion is a process tool by which participants articulate and reconsider interpretations of experience and try out and adjust different theoretical frames. By focusing on data or experience, many different forms of knowing and learning become relevant and useful, including propositional knowledge, narrative knowledge, and reflection through action. Each case is reviewed in terms of story, theory, action, question form, data/research, agency, and complexity. Appendixes include four examples of teacher research cases and an annotated bibliography of reflective professional development model literature. (Contains 49 references.) (Author/NAV)
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 1 7 |aAction Research.|2ericd
650 0 7 |aCase Studies.|2ericd
650 1 7 |aClassroom Research.|2ericd
650 0 7 |aCollegiality.|2ericd
650 0 7 |aElementary Education.|2ericd
650 0 7 |aElementary School Mathematics.|2ericd
650 0 7 |aElementary School Teachers.|2ericd
650 0 7 |aGroup Discussion.|2ericd
650 0 7 |aHigher Education.|2ericd
650 1 7 |aModels.|2ericd
650 0 7 |aPeer Groups.|2ericd
650 0 7 |aPeer Relationship.|2ericd
650 1 7 |aProfessional Development.|2ericd
650 1 7 |aReflective Teaching.|2ericd
650 0 7 |aResearch Projects.|2ericd
650 0 7 |aTeacher Researchers.|2ericd
650 1 7 |aTheory Practice Relationship.|2ericd
653 1 |aPeer Assisted Leadership Program
653 0 |aReflective Thinking
655 7 |aOpinion Papers.|2ericd
710 2 |aFar West Lab. for Educational Research and Development, San Francisco, CA.
856 4 1 |uhttps://eric.ed.gov/?id=ED393857
984 |aANL|cmc 2253 ED393857|d77000000398250
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