Eleven Factors Contributing to the Effectiveness of Dialogic Reflection for Professional Development: The Teacher’s Perspective

Conference: The Asian Conference on Education (ACE2021)
Title: Eleven Factors Contributing to the Effectiveness of Dialogic Reflection for Professional Development: The Teacher’s Perspective
Stream: Professional Training, Development & Concerns in Education
Presentation Type: Live-Stream Presentation
Authors:
Edsoulla Chung, The Open University of Hong Kong, Hong Kong

Abstract:

How teacher development can be promoted has been a fundamental concern within educational research. While researchers have repeatedly highlighted the use of dialogue as an effective means of fostering learning, little investigation has been conducted to explicate the role of dialogic reflection in teacher development and how it can be incorporated into a professional programme to ensure the programme’s effectiveness from the teacher’s perspective. Accordingly, this presentation reports the results of a qualitative study conducted in an Asian context, exploring, based on teachers’ perceptions, the role of dialogic reflection in fostering professional growth and the essential determinants contributing to its effective implementation. With the analysis of semi-structured interviews and reflective journal entries gathered from four in-service English language teachers involved in a programme fostering professional development through dialogic reflection, the study’s findings revealed that dialogic reflection was deemed useful in promoting collective scaffolding among teachers. More importantly, eleven factors that support teacher development through dialogic reflection, focusing on four key areas, namely multiple pathways to quality reflection, teachers’ dialogic qualities, conditions conducive to dialogic reflection, and kinds of institutional support, were identified. Implications for professional development and suggestions on future research are discussed.



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