Karl Attard - Academia.edu (original) (raw)

Papers by Karl Attard

Teacher Development, 2016

Professional Development (PD) and Professional Learning (PL) are established terms which are used... more Professional Development (PD) and Professional Learning (PL) are established terms which are used interchangeably but theoretically have notable differences. The former is formally and externally designed while the latter is more informal and self-directed. These differing characteristics have not been observed in the context where PD is normally governed by government policy. As such, there is little to no research on Indonesian English teachers' practice, preferences and dispositions for PD or PL. A qualitative study was conducted involving four English teachers from Indonesia who demonstrated active participation in professional development and professional learning activities. Developmental interviews were the main source of data. The study showed distinct variance in these teachers' preference and action for PL through online networks, self-chosen PD and knowledge-sharing interactions with their colleagues. The study observed compliant dispositions and indifferent dispositions towards school PD policy. The study suggests the need to shift compliancy and policy measures from formal school based professional development to include online professional learning opportunities

Reflective Practice, 2008

... Like Chetcuti (20026. Chetcuti, D. 2002. “Becoming a reflective practitioner”. In Inside seco... more ... Like Chetcuti (20026. Chetcuti, D. 2002. “Becoming a reflective practitioner”. In Inside secondary schools: A Maltese reader , Edited by: Bezzina, C., Camilleri Grima, A., Purchase, D. and Sultana, R. Malta: Indigobooks. View ...

Physical Education & Sport Pedagogy, 2006

This research aims to analyse the ways in which one early-career teacher learns through and about... more This research aims to analyse the ways in which one early-career teacher learns through and about professional practice. Data presented in this study are drawn from 30 months of reflective teaching and focus on pedagogical practices, critical reflection upon those practices, and the teacher's ongoing professional learning. The research methods used in this study are a combination of qualitative methods including reflection, action research, and case-study (more specifically, self-study). Also, reflective journal writing has been a useful tool for the teacher-researcher to understand his own development. It is interesting to note that reflective practice was the glue that kept the research process together, while also being the main focus of inquiry. A range of data analysis procedures were undertaken including reflective analysis, narrative analysis, and grounded theory analysis. Data illustrate the teacher-researcher's understanding of the reflective process, and how understanding the self is important in professional practice. The difficulties of reflective self-study are also highlighted, while aspects of personal professional development are discussed and compared to more formal types of professional development. The key findings are: the importance of teaching experience for the reflective practitioner; the need for the reflective practitioner to engage in internal dialogue and question taken-for-granted professional assumptions; the need to translate new understandings into informed change through action research; the disposition to endure a state of inconclusiveness and uncertainty; and how reflective self-study can integrate theory and practice in the teaching profession. Perhaps the most important finding is that engaging in critical reflection and self-study enables the teacher-researcher to feel a strong sense of control over both his personal and professional lives. Emergent understandings of teacher learning also lead to recommendations regarding teacher education, in particular the need to prepare teacher education students for meaningful engagement in critical reflection and professional learning communities. 1.1.1 Introducing Myself-The Teacher-Researcher pA 1.1.2 Teacher Education in the Maltese Context pA 1.2 The Research Questions p.5 1.3 Rationale p.6 lA Methodology p.7 1.5 Writing Up the Findings p.8 1.6 Research Outcomes p.ll Chapter 2-Research Methodology 2.1 2.2 / 2.3 Choice of Method p.13 Reflection p.15 2.2.1 Experience and Reflection: a symbiotic relationship p.16 2.2.2 Inviting the Reader into the Study p.18 2.2.3 Understanding Reflection through Reflective Inquiry p.19 2.2.4 A Longitudinal Systematic Process p.20 2.2.5 Reflection is what Glues the Entire Process of Inquiry Action Research p.21 p.22 2.3.1 Action Research is Closely Linked to Practice p.22 2.3.2 Action Research and Reflection: an inevitable partnership p.24 2.3.3 Action Research has Both Practical and Theoretical Outcomes p.25 204 Case-Study Q.26 2.4.1 Teaching as a Holistic Activity p.27 2.4.2 Context in Case-Study Research p.28 2.4.3 Generalisability in Qualitative Research p.29 2.4.4 Cases as Magnifying Glasses p.31 2.4.5 Case-Study Approachfor the Teacher-Researcher p.32 2.4.6 Case-Study Research is Closer to Readers' and Practitioners' Lived Experiences p.33 2.5 Self-Study Q.34 2.5.1 Developing Professionally through Self-Study Research p.35 2.5.2 Optingfor Self-Study Research: why? p.36 2.5.3 Reflection and Self-Study: complementing each other pAD 2.5.4 Is Self-Study Purely about the Personal? pAl 2.6 The Construction of Meaning QA3 2.6.1 Reflection Vs Technical-Rationality pA4 2.6.2 The Ability to Observe and Notice pA6 2.7 Intemretation QA7 2.7.1 My Interpretations throughout this Particular Study pA7 2.7.2 No Interpretation should be seen as Infallible and/or Fixed pA9 2.7.3 The Importance of Personal Interpretation p.5D 2.8 Writing as a Tool for Understanding 12. 51 2.8.1 Writing Narratives: the primary vehicle that aided my reflections and my thinking p.52 2.8.2 First-Order Narratives in Self-Study Research: a way of promoting self-understanding p.55 2.8.3 The Text: a way of capturing the complexity of teaching and the teacher's ongoing development? p.56 2.8.4 Communicating My Interpretations through Narrative Writing: creating causal links p.58 2.8.5 My Experience with Journal Keeping: tiring but valuable p.59 2.9 Validitx p.60 2.9.1 Different Forms of Validity p.61 2.9.2 Understanding of Social Life p.62 2.9.3 Reflexivity, Authenticity, and Credibility p.62 2.9.4 Fidelity p.64 2.9.5 Validity in Self-Study Research p.65 2.9.6 Impact: Is it Engaging and Evocative? Does it Promote Dialogue and Show Potential for Social Action? Does the Account Workfor the Reader and is it Useful? p.66 2.10 Analysis p.67 2.10.1 Reflective Analysis p.68 2.10.2 Analysis and Narratives p.68 2.10.3 Grounded Theory AnalYSis p.69 2.10.4 A Healthy Contamination p.73 2.11 Ethical Considerations p.75 Chapter 3-Aspects of Reflective Practice 3.1 3.5.1 Questioning Promotes Internal Conversation p.l08 3.6 Questioning 12. 109 3.6.1 Challenging the Status Quo through Questioning p.110 3.6.2 Asking the Right Questions p.111 3.6.3 Should I Limit My Questioning? p.lll 3.6.4 The Quest for Meaning p.112 3.6.5 Questions should be Critical p.112 3.7 Summarx 12.113 Practice p.122 4.2.6 One Example of the Many Previously-Held Assumptions p.123 4.2.7 Consciously Deconstructing my Previous Unconscious Constructions p.124 4.2.8 Taken-for-granted Assumptions in the Private Sphere: a necessary type of learned ignorance? p.126 4.2.9 Professional Assumptions as Dynamic Rather than Fixed and Unchanging p.129 4.3 Reflecting on Private Life 12. 130 4.3.1 Questioning is Seeping into My Private Life p.131 4.3.2 My Private Life affects my Professional Sphere p.131 4.3.3 Integrating the Private and Professional Spheres: an important but mined territory p.132 4.4 A Blinded PersQective 12.133 4.4.1 Factors that Influence what I can See p.135 4.4.2 An Example of being Blinded p.136

International Studies in Sociology of Education, 2007

In this article the relationship between teacher change and teacher learning is analysed. Data pr... more In this article the relationship between teacher change and teacher learning is analysed. Data presented here were gathered through self‐study research over a 30‐month period, during which the author, as a teacher‐researcher in Malta, systematically recorded observations and reflections into a reflective journal. This article addresses issues such as: (a) how habitual routines that are technical in nature are formed, and how these tend to distance the practitioner from consciously developing and learning, and subsequently changing and improving professional practice; (b) how uncertainty regarding an innovation in the educational field might induce the need for both change and development; (c) how continuous learning and critically questioning beliefs and assumptions is important for change to occur; (d) how important determination on the practitioner's part is in the fight against the status quo; and (e) how reflective practice can be seen as a corrective to experiential over‐learning.

European Journal of Teacher Education, 2012

European Journal of Teacher Education, 2005

Educational Action Research, 2012

Self-Study in Physical Education Teacher Education, 2014

Self-study is an important component of professional practice and not less so in teaching. It is ... more Self-study is an important component of professional practice and not less so in teaching. It is closely related to practice because it starts from the analysis of present practice with the aim of modifying such practice in order to improve the service rendered by the professional. Hence, self-study is considered as both a research methodology and as a form of ongoing professional development, with the two being inextricably linked. This chapter presents a reflection of what I have learned from my engagement in self-study research over 10 years. I initially engaged in self-study as a teacher-researcher and then continued using self-study upon becoming a teacher educator at the University of Malta. Various aspects that aim to promote a deeper understanding of the processes of self-study are discussed in this chapter. Such aspects include: self-study as a corrective measure to experiential over-learning; the relevance of learning that emerges from self-study; the role of collaborative others in self-study; and finally the pitfalls of self-study that beginning teacher educators ought to understand in order to facilitate the process of research.