Small campus, collegial development, a community and learning: Some reflections on developing reflective practice amongst part time casual tutors (original) (raw)
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Creaton in Northamptonshire was the venue for the writing retreat that contributed to this volume of articles – the University’s second writing retreat. Hard on the heels of the success of the first event (Creating Bridges) a group of staff from across the University met during Easter week 2010 to discuss, review and write the various chapters in this volume. A wider cross-section of staff was involved this time extending beyond the CETL to encompass staff involved in research informed teaching and teaching and learning projects or those who just wanted to write about their own teaching and learning practices. Not forgetting our guest external, Jamie Thompson, a National Teaching Fellow at the University of Northumbria, who has been working with us on various projects
Presence without being present: Reflection and action in a community of practice
Journal of the Scholarship of Teaching and Learning, 2012
Reflection and Communities of Practice are common constructs in teacher education. Co-teaching is often seen as beneficial, yet teacher education students rarely have experiences being co-taught. Thus, reflection, communities of practice, and co-teaching, deserve careful consideration in designing teacher education learning experiences. Based on experiences co-teaching, we argue that unexamined assumptions of university education and university structures can influence how future teachers learn through and about these constructs. We apply sociocultural perspectives to reflexively analyze our co-teaching in order to unpack meanings of: reflection in and on action and communities of practice. Through our analysis we raise questions about how structures of educational systems affect learning. Our goal is to consider issues related to the goals of teacher education and the structures that enable meeting those goals.