Going through the mirror: enactment, reflection and community of practice

Copping, Adrian ORCID: https://orcid.org/0000-0003-0257-297X (2017) Going through the mirror: enactment, reflection and community of practice. In: 8th Teacher Education Advancement Network (TEAN) Annual Conference: Thinking Deeply About Teacher Education, 11-12 May 2017, Birmingham, UK. (Unpublished)

Preview	PDF - Presentation Available under License CC BY-NC Download (514kB) | Preview
Preview	PDF - Supplemental Material Available under License CC BY-NC Download (74kB) | Preview

Abstract

Aim: This paper reports on an enactment model of teaching, and the impact it has had on students’ learning, reflection and practice. It aims to show how this approach can create a community of practice and pedagogy between tutor and students within which the learning and understanding of both parties develops.

Content: The presentation will begin by outlining the context of the ‘enactment approach’ and the concept of ‘going through the mirror’ (Bolton, 2010). In this example, the presenter showed an unedited one-hour film of him teaching a class of children to a group of 24 Primary PgCE students. Each sub group of six students watched the clip through one of Brookfield’s (1995) reflective lenses; autobiographical, children’s, peers and literature. Each group then discussed responses through those lenses, asked any questions and shared learning gained. The presentation will go on to explore how the approach has begun to develop a community of practice between tutor and students. It will then explore how taking a risk, ‘going through the mirror’ and laying their own classroom teaching open for their students impacted upon relationship between tutor and students and students’ developments as teachers. The presentation will go on to discuss how this approach has moved this group of students on in their learning, and will examine how the presenter has also developed as a teacher as a result. The presentation will conclude by looking at wider implications of this approach, the importance of the reflective model as a framework for observation and discussion and some of the challenges for ITE tutors taking this approach. Attendees will be invited to evaluate the ideas with respect to their own contexts and share current examples of practice relating to the discussion.

Item Type:	Conference or Workshop Item (Paper)
Departments:	Academic Departments > Institute of Education (IOE) > Initial Teacher Education (ITE)
Depositing User:	Anna Lupton
Date Deposited:	15 Jun 2018 13:38
Last Modified:	12 Jan 2024 17:30
URI:	https://insight.cumbria.ac.uk/id/eprint/3943

Downloads