The impact of reflective dialogue on teaching practice

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dc.contributor.advisor Timperley, H en
dc.contributor.advisor Le Fevre, D en
dc.contributor.author Lummis, Bridget en
dc.date.accessioned 2016-07-11T01:16:25Z en
dc.date.issued 2016 en
dc.identifier.citation 2016 en
dc.identifier.uri http://hdl.handle.net/2292/29356 en
dc.description Full text is available to authenticated members of The University of Auckland only. en
dc.description.abstract This research examined reflective dialogue between leaders and teachers in New Zealand primary schools. It explored how reflective dialogue contributes to teachers’ professional learning and the impact that it has on their practice. When reflective dialogue supports teachers to reflect on their practice through deeply engaging with their beliefs, there is the potential to develop teacher expertise and improve student outcomes (Baecher & McCormack, 2015; Moyles, Adams & Musgrove, 2002b). Professional developers, leaders, and teachers from three primary schools which used reflective dialogue and video records of practice to support teacher learning participated in this qualitative case study research. Findings reveal seven patterns of practice that the leaders’ used within the reflective dialogue with teachers which impacted on their effectiveness. These patterns of practice are illustrated through two contrasting conversations that the leaders used with variable success. Findings of the study indicate that reflective dialogue where video was used as a stimulus provided several opportunities for the teachers to deeply reflect on their practice. However, there were also situations wherein leaders believed that they were facilitating effective dialogue that provided opportunities for teachers to learn through reflecting on their practice, but this was not the case. While leaders espoused the value of open dialogue, they sometimes struggled to facilitate conversations that prompted this in practice. For reflective dialogue to be effective, leaders need to be supported so that they can develop the confidence to deliberately challenge teachers while developing relational trust. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.relation.isreferencedby UoA99264850511902091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights Restricted Item. Available to authenticated members of The University of Auckland. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ en
dc.title The impact of reflective dialogue on teaching practice en
dc.type Thesis en
thesis.degree.discipline Educational Leadership en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Masters en
dc.rights.holder Copyright: The Author en
pubs.elements-id 535382 en
pubs.record-created-at-source-date 2016-07-11 en


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