Abstract

Emergency remote teaching has accelerated the search for alternative professional development practices that could meet the immediate needs of the teachers and be effectively implemented in times of the COVID-19 pandemic. This research aims to present the Remote Collaborative Reflection (RCR) Model a group of teacher educators (TEs) developed in a collaborative reflective endeavor originating from their own professional needs during emergency remote teaching in the fall term of 2020-2021. It also reveals TE's reflections on the RCR Model in developing and implementing the RCR consisting of several iterative steps. Findings revealed that the TEs reflected on their perceived cognitive, interpersonal, and intrapersonal gains from the RCR highlighting the challenges they faced while carrying out the model. Although the RCR was developed during the pandemic when social distancing was the norm, we believe it might also fit the face-to-face mode of professional development depending on the situational circumstances and needs of practitioners.

Keywords

References

• Abdelmohsen, S. & El-Khoulyv, T. (2009). Representing Reflective Practice in a Remote Design Collaboration Process, Digital proceedings of the 3rd Conference of International Association of Societies of Design Research (IASDR 2009), COEX, Seoul, Korea, pp. 1317 – 1326. http://papers.cumincad.org/cgi-bin/works/Show?ee30
• Admiraal, W., Schenke, W., De Jong, L., Emmelot, Y. & Sligte, H. (2021). Schools as professional learning communities: what can schools do to support professional development of their teachers?, Professional Development in Education, 47(4), 684-698. https://doi.org/10.1080/19415257.2019.1665573
• Baloran, E. T. (2020). Knowledge, attitudes, anxiety, and coping strategies of students during COVID-19 pandemic. Journal of Loss and Trauma, 25(8), 635-642. https://doi.org/10.1080/15325024.2020.1769300
• Berry, S. (2019). Professional development for online faculty: instructors’ perspectives on cultivating technical, pedagogical and content knowledge in a distance program. Journal of Computing in Higher Education, 31(1), 121-136. https://doi.org/10.1007/s12528-0189194-0
• Brookfield, S. (1995). Becoming a critically reflective teacher. Jossey–Bass.
• Burhan-Horasanlı, E. & Ortaçtepe, D. (2016). Reflective practice-oriented online discussions: A study on EFL teachers’ reflection-on, in and for-action. Teaching and Teacher Education, 59, 372-382. https://doi.org/10.1016/j.tate.2016.07.002
• Carrillo, C. & Flores, M.A. (2020). COVID-19 and teacher education: A literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487. https://doi.org/10.1080/02619768.2020.1821184
• Cutri, R.M., Juanjo, M. & Whiting, E.F. (2020). Faculty readiness for online crisis teaching: transitioning to online teaching during the COVID-19 pandemic. European Journal of Teacher Education, 43(4), 523-541. https://doi.org/10.1080/02619768.2020.1815702
• Darling-Hammond, L., Hyler, M. E. & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://doi.org/10.54300/122.311
• Dewey, J. (1933). How we think: A restatement of the relations of reflective thinking to the educative process. Heath &Co.
• Egert, F., Verena D. & Fukkink, R. G. (2020). The impact of in-service professional development on the quality of teacher-child interactions in early education and care: A meta-analysis. Educational Research Review, 29, 100309. https://doi.org/10.1016/j.edurev.2019.100309
• Flores, M.A. & Gago, M. (2020). Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching, 46(4), 507-516. https://doi.org/10.1080/02607476.2020.1799709
• Flores, M.A. & Swennen A. (2020). The COVID-19 pandemic and its effects on teacher education. European Journal of Teacher Education, 43(4), 453-456. https://doi.org/10.1080/02619768.2020.1824253
• Glazer, C., Abbott, L. & Harris, J. (2004). A teacher‐developed process for collaborative professional reflection. Reflective Practice, 5(1), 33-46. https://doi.org/10.1080/1462394032000169947
• Godber, K. A. & Atkins, D. R. (2021). COVID-19 Impacts on teaching and learning: A collaborative autoethnography by two higher education lecturers. Frontiers in Education, 6, 647524. https://doi.org/10.3389/feduc.2021.647524
• Godinez Martinez, J. M. (2018). How effective is collaborative reflective practice in enabling cognitive transformation in English language teachers? Reflective Practice, 19(4), 427-446. https://doi.org/10.1080/14623943.2018.1479688
• Grbich, C. (2012). Qualitative data analysis: An introduction. Sage
• Gutiérrez Alvarado M.V., Neira Adasme, M.A. & Westmacott, A. (2019). Collaborative reflective practice: Its influence on pre-service EFL teachers’ emerging professional identities. Iranian Journal of Language Teaching Research 7(3), 53-70. https://doi.org/10.30466/IJLTR.2019.120736
• Gün, B. (2010). Quality self-reflection through reflection training. ELT Journal of Education, 65(2), 126-135. https://doi.org/10.1093/elt/ccq040
• Høyrup, S., and B. Elkjaer. (2006). Reflection – Taking it beyond the individual. In D. Boud, P. Cressey, & P. Docherty (Eds.), Productive reflection at work: Learning for changing organizations (pp. 29–43). Routledge.
• Jackson, B. L. & Jones, W.M. (2019). Where the rubber meets the road: Exploring the perceptions of in-service teachers in a virtual field experience. Journal of Research on Technology in Education 51(1), 7-26. https://doi.org/10.1080/15391523.2018.1530622
• Jiang, Y. & Zheng, C. (2021). New methods to support effective collaborative reflection among kindergarten teachers: An action research approach. Early Childhood Education Journal, 49, 247-258. https://doi.org/10.1007/s10643-020-01064-2
• Kennelly, R. & McCormack, C. (2015). Creating more ‘elbow room’ for collaborative reflective practice in the competitive, performative culture of today's university. Higher Education Research & Development, 34(5), 942-956. https://doi.org/10.1080/07294360.2014.911259
• Kennelly, R., Gilchrist, J., McCormack, C., Partridge, L., Ruge, G., Schonell, S. & Treloar, G. (2013). Why make time at the HERDSA conference in Auckland to TATAL. HERDSA News, 35(1), 13-16.
• Korsager, M., Reitan, B., Dahl, M.G., Skår, A.R. & Frøyland, M. (2022). The art of designing a professional development programme for teachers. Professional Development in Education. Advanced onlinefirst article. https://doi.org/10.1080/19415257.2022.2038234
• Laister, J. & Kober, S. (2005). Social aspects of collaborative learning in virtual learning environments. http://www.networkedlearningconference.org.uk/past/nlc2002/proceedings/papers/19.htm
• Martin, F., Wang, C., Budhrani, K., Moore, R. L. & Jokiaho, A. (2019). Professional development support for the online instructor: Perspectives of US and German instructors. Online Journal of Distance Learning Administration, 22(3), 1-17.
• Mills, G. E. (2000). Action research: A guide for the teacher researcher. Merrill
• Murray, E. (2015). Improving teaching through collaborative reflective teaching cycles. Investigations in Mathematics Learning, 7(3), 23-29. https://doi.org/10.1080/24727466.2015.11790343
• Nasri, M. N., Husnin, H., Mahmud, S. N. D. & Halim, L. (2020). Mitigating the COVID-19 pandemic: a snapshot from Malaysia into the coping strategies for pre-service teachers’ education. Journal of Education for Teaching, 46(4), 546-553. https://doi.org/10.1080/02607476.2020.1802582
• Ní Shé, C., Farrell, O., Brunton, J., Costello, E., Donlon, E., Trevaskis, S. & Eccles, S. (2019). Teaching online is different: critical perspectives from the literature. Dublin City University. https://doi.org/10.5281/zenodo.3479402
• Park, M., & So, K. (2014). Opportunities and challenges for teacher professional development: A case of collaborative learning community in South Korea. International Education Studies, 7(7), 96-108.
• Perry, E. & Booth, J. (2021). The practices of professional development facilitators. Professional Development in Education. Advanced onlinefirst article. https://doi.org/10.1080/19415257.2021.1973073
• Prawati, M. T. (2022, April). Virtual Reflective Practice: An Ecological Perspective. Paper presented at 10th International Conference on Information and Education Technology (ICIET), 9-11 April, Matsue, Japan. https://doi.org/10.1109/ICIET55102.2022.9779046
• Quezada, R. L., Talbot, C. & Quezada-Parker, K. B. (2020). From bricks and mortar to remote teaching: A teacher education program‘s response to COVID-19. Journal of Education for Teaching, 46(4), 472-483. https://doi.org/10.1080/02607476.2020.1801330
• Radović, S., Firssova, O., Hummel, H.G.K. & Vermeulen, M. (2022). The case of socially constructed knowledge through online collaborative reflection. Studies in Continuing Education. Advanced onlinefirst article. https://doi.org/10.1080/0158037X.2022.2029389
• Ruge, G. & Mackintosh, L. (2020). Facilitating reflective practice: Developing built environment educators' capacity for teaching and learning. Construction Economics and Building, 20(3), 160-174. https://doi.org/10.1080/02607476.2020.1801330
• Schön, D.A. (1987). Educating the reflective practitioner: Towards a new design for teaching and learning in the profession. Jossey-Bass.
• Spiller, D., Bruce Ferguson, P., Pratapsingh, P., Lochan, S. & Harris, T. (2010, November). Advocates for teaching: Reconceptualising the practice of teaching development in a university. Paper presented at Contemporary Ethnography across the Disciplines (CAED) Hui Conference, University of Waikato, NZ, 16–19 November.
• Stenberg, K. (2010) Identity work as a tool for promoting the professional development of student teachers, Reflective Practice, 11(3), 331-346, https://doi.org/10.1080/14623943.2010.490698
• Tack, H., Valcke, M., Rots, I., Struyven, K. & Vanderlinde, R. (2018). Uncovering a hidden professional agenda for teacher educators: A mixed method study on Flemish teacher educators and their professional development. European Journal of Teacher Education, 41(1), 86-104. https://doi.org/10.1080/02619768.2017.1393514
• Taddese, E.T. & Rao, C. (2022). School-based collaborative reflection for professional learning: a case study of primary school teachers in Ethiopia, Reflective Practice, 23(6), 663-675. https://doi.org/10.1080/14623943.2022.2107501
• Talidong, K. J. B. & Toquero, C. M. D. (2020). Philippine teachers’ practices to deal with anxiety amid COVID-19. Journal of Loss and Trauma, 25(6-7), 573-579. https://doi.org/10.1080/15325024.2020.1759225
• Toker, Z. (2021). Effective Training of teachers in the teaching of mathematics: A reflective professional development model for teachers-as-designers. In E. C. Espinosa (Ed.), Developing mathematical literacy in the context of the fourth ındustrial revolution (pp. 31-60). IGI Global.
• Toker, Z. & Doğan, M. F. (2023). Ders denetimi uygulamaları içeren bir mesleki gelişim modeli önerisi: Okul temelli yansıtıcı matematik koçluğu [A Professional development model proposal including lesson supervision practices: School-based reflective mathematics coaching]. Milli Eğitim Dergisi. Advance online publication. https://doi.org/10.37669/milliegitim.1138739
• Ünver, G. (2003). Yansıtıcı düşünme [Reflective Thinking]. Pegem
• van Manen, M. (1995). On the epistemology of reflective practice: Teachers and teaching. Theory and Practice, 1(1), 33–50. https://doi.org/10.1080/1354060950010104
• Wang, J. & Yu, S. (2021). A model of online teacher professional development in chemical subject of middle school. Journal of Education and Learning, 10(6), 68-81, https://doi.org/10.5539/jel.v10n6p68
• Yu, W.M. (2018). Critical incidents as a reflective tool for professional development: an experience with in-service teachers, Reflective Practice, 19(6), 763-776, https://doi.org/10.1080/14623943.2018.1539652

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.