35.196, Review: The Reflective Cycle of the Teaching Practicum: Farr and Farrell (2023)

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LINGUIST List: Vol-35-196. Tue Jan 16 2024. ISSN: 1069 - 4875.

Subject: 35.196, Review: The Reflective Cycle of the Teaching Practicum: Farr and Farrell (2023)

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Date: 16-Jan-2024
From: Manon BOUTIN-CHARLES [manon.boutin-charles at sorbonne-nouvelle.fr]
Subject: Language Acquisition: Farr and Farrell (2023)


Book announced at https://linguistlist.org/issues/34.2400

AUTHOR: Fiona Farr
AUTHOR: Angela Farrell
TITLE: The Reflective Cycle of the Teaching Practicum
SERIES TITLE: Reflective Practice in Language Education
PUBLISHER: Equinox Publishing Ltd
YEAR: 2023

REVIEWER: Manon BOUTIN-CHARLES

Summary

The Reflective Cycle of the Teaching Practicum, written by Fiona Farr
and Angela Farrell, is the 8th installment in the Reflective Practice
in Language Education series, edited by Thomas S.C. Farrell. This
volume delves into the implementation of reflective practice (RP) in
teaching practicums (TP), sometimes known as teaching placements,
which play a pivotal role in the context of English Language Teaching
Education (ELTE), specifically in the MA in TESOL program at the
University of Limerick.
The text is meticulously crafted to be approachable and relevant,
catering not only to readers new to the concept of RP, including
Master's students who are both subjects of inquiry and the book's
primary readership, but also to teacher educators. Strategically
interspersed segments labeled “Reflective Break” prompt readers,
especially students, to contemplate every section’s content and
establish connections with personal opinions and experiences. This
approach enables the assimilation of elucidated concepts in a
meaningful and personal manner.

The extensive references, presented in a user-friendly manner, make
for an easier continued reflection. Cited authors are precisely
contextualized, and new concepts come with further reading
recommendations and theoretical discussions. This book is a relevant
introduction to RP for student teachers and a valuable resource for
experienced teacher educators seeking to implement RP in teacher
education.

***
The first chapter serves as a theoretical introduction to RP,
exploring its origins, impacts (positive or negative) as discussed
through evidence-based literature, as well as an introduction of the
PENSER approach (from the verb penser in French which means “to
think”), an adaptation of T. Farrell’s RP framework (2019)
specifically designed for student teachers.

The second chapter provides an in-depth exploration of RP and its
applicability within the context of teacher education. This discussion
delves into literature encompassing various RP theories and
perspectives deemed particularly valuable for teacher educators. It
includes a substantial reflection on the implementation of the RP
cycle in teacher education settings, with a specific focus on, though
not limited to, the University of Limerick. The chapter critically
addresses key questions, such as the rationale behind incorporating RP
in these contexts and the methodologies employed. As a result, this
chapter serves as a practical resource for teacher educators.
Chapters Three to eight discuss how this approach was implemented by
the authors at the University of Limerick. The third chapter examines
the community dynamics within the teacher education environment,
encompassing interactions among peers as well as between a student and
their mentor, who typically are experienced teachers. This section
specifically addresses two aspects of the mentor-student relationship:
in situations where the student teacher observes their mentor, and
when they undergo observation (and assessment) by their supervisors.

The subsequent four chapters (4 to 7) depict the experiences of ten
student teachers enrolled in a TESOL MA as they engage with the PENSER
reflective cycle during their TP. The fourth chapter details how they
transform their questions or difficulties into “puzzles” related to
lesson planning. Chapter 4 incorporates numerous extracts from the
PENSER corpus, providing the reader with precise examples that
illustrate the implementation of RP in the teacher education course.

The fifth chapter addresses puzzles associated with classroom
management (CM) as experienced by student teachers. Following an
extensive literature review on the scope of CM in ELT in the 21st
century, an examination of excerpts from the PENSER corpus illustrates
how certain issues are examined by student teachers as part of their
reflective journey. These issues go from teacher anxiety, student
engagement, and intercultural relationships, to the integration of
technology in the classroom.

                The sixth chapter focuses on the reflective journey of
student teachers with regard to the linguistic content they are
required to teach. Unlike the preceding chapters, it presents three
distinct case studies, each tracking the reflective progression of
individual MA students in their instruction of grammatical, lexical,
and phonological aspects of the English language. This is particularly
relevant for readers who are student teachers or teacher educators
seeking to incorporate such reflections into teacher education
programs.

The seventh chapter explores student teachers' reflections on teacher
talk and teacher-student interactions in the ELT classroom. Initially,
it addresses the student teachers’ concerns about speech pace,
language alignment with the students’ levels, and corrective feedback.
It then delves deeper into the types of English taught, considering
local varieties or register. This facet of the student teachers RP
under the PENSER approach is supported by the use of corpus
linguistics tools, facilitated by the teacher educators. These tools
enable students, for instance, to scrutinize how they, or the observed
teachers, communicate with students in the classroom.

The eighth chapter focuses on the post-observation feedback between
student teachers and their tutor in the form of dyadic exit
discussions. It examines conversations a teacher educator has with two
different student teachers — one experienced before the MA in TESOL
and the other more novice. Using discourse analysis, the chapter
offers a comparative interpretation of the two discussions and
underscores the significance of such conversations between student
teachers and teacher educators the teaching practicum reaches an end.

The concluding ninth chapter serves a dual purpose in synthesizing and
contextualizing the content presented throughout the book, while also
introducing new perspectives for future research. It outlines the
benefits derived from engaging in RP during the TP, encompassing
academic success, professional development, and personal growth in
terms of identity. The proposed research is positioned as a
springboard (p. 187) for subsequent investigations into RP in English
Language Teaching Education. It underscores the necessity for
comparative RP-based studies across a diverse range of contexts,
including the continuous professional development of in-service
teachers. The final section of the book provides succinct guidance for
teachers to initiate a reflective process through principles (from
Farrell, 2019) and easily implementable habits.

Evaluation

This book explores the implementation of Reflective Practice (RP) with
student teachers in a pre-service context. Tailored for a student
audience, it articulates concepts clearly and accessibly. However, it
doesn’t solely benefit students; teacher educators can engage in
reflection regarding pre-service teachers' education and classroom
preparation. The book's strength lies in its dual appeal—accessible
content for novices and reflective relevance for experienced readers.
Although the introductory chapter serves as a theoretical initiation
to RP, tracing its origins to the seminal works of Dewey and Schön, it
transcends mere repetition of the previous volumes of the series.
Despite reintroducing the RP concept, its theoretical contribution is
intricately woven into the fabric of language teacher education. This
contextual framework acts as a prism through which the concept of RP
is rediscovered.

The case-study chapters provide a structured RP journey, guiding
student readers through various questions and "puzzles," addressing
issues for inexperienced pre-service teachers reflectively and
meaningfully. They provide tools for readers to address their own
challenges. These chapters also offer insights into how one university
organizes its Teaching Practicum (TP) cycle, with data-driven,
evidence-based research conducted by researchers who are also teaching
in the studied program. As a teacher educator, this book prompted
reflection on how I deliver course content for pre-service teachers.

The text unfolds as an invaluable resource for educators, offering
practical insights into the intricacies of implementing RP in the
University context. The clarity with which it navigates complex RP
theories ensures accessibility for educators from diverse backgrounds.
Furthermore, the book provides a bridge between theory and practice,
offering concrete examples that resonate with the everyday experiences
of both novice and seasoned educators. This bridging of the
theoretical and the practical enhances the book's applicability,
making it a useful guide for those navigating the dynamic landscape of
language education.

Ultimately, the book serves as a catalyst for pedagogical
introspection, challenging educators to reassess their instructional
methods and embrace a reflective paradigm. The case studies not only
shed light on the challenges encountered by student teachers but also
offer a roadmap for addressing these challenges with a reflective
mindset. The fusion of practical guidance and scholarly research
positions this work as a cornerstone for educators striving to enhance
the reflective dimension of their teaching practices.

The strength of this book lies not just in imparting knowledge but in
instigating a transformative process. The presented case studies
inspire educators to embark on their own reflective exploration. The
Reflective Cycle of the Teaching Practicum becomes a valuable
companion, encouraging continuous reflection, adaptation, and
refinement of pedagogical approaches. With its fusion of practical
guidance and scholarly research, it stands as a testament to the
enduring power of reflective practice in shaping language education.

References

Dewey, J. (1933). How We Think: A Restatement of the Relation of
Reflective Thinking to the Education Process (revised edition).
Boston: D.C. Health.

Farrell, T.S.C. (2019). Reflective Practice in ELT. Sheffield:
Equinox.

Schön, D. (1983). The Reflective Practitioner: How Professionals Think
in Action. New York: Basic Books.

ABOUT THE REVIEWER

Manon Boutin-Charles (she/her) is a PhD candidate at Université
Sorbonne Nouvelle in Paris, France. She has studied for a Master’s
Degree in Teaching Languages & Cultures in Paris and a TESOL MA in
Melbourne, Australia, both including teaching practica. Her research
focuses on early years literacy learning and additional language
learning. Currently a temporary Associate Professor at Université
Sorbonne Nouvelle where she teaches in three courses involving
teaching practica: Master of Language Teaching, Bachelor of Teaching
French as a Foreign/Second Language and Bachelor of Teaching &
Pedagogy in which she has been the supervisor of the teaching
practicum since 2019.



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