Dialogues with the Past Self and the Past Research Partners: Reflection and Reflexivity across Time
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| Title: | Dialogues with the Past Self and the Past Research Partners: Reflection and Reflexivity across Time |
|---|---|
| Language: | English |
| Authors: | Atsuko Watanabe (ORCID |
| Source: | TESL-EJ. 2025 29(2). |
| Availability: | TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Teachers, Teacher Educators, Teacher Researchers, Reflective Teaching, Participatory Research, Faculty Development, Ethnography |
| Geographic Terms: | Japan |
| ISSN: | 1072-4303 |
| Abstract: | This paper is based on a study conducted ten years ago at one university in Japan aiming at collaborative development through reflection among a teacher educator, two in-service teachers, and four pre-service graduate students. Collaborative reflection involved methods, such as the graduate students' observation of the in-service teachers' English language lessons and the joint journal entries among the three parties. Though the teacher educator and in-service teachers had attempted to facilitate the graduate students' engagement in reflection, the research seemed to have finished with a sense of incompleteness. The present study, through taking the autoethnographic and duoethnographic approaches between an in-service teacher and the teacher educator from the past study, reexamined the past data for continuing professional development. The research question posed is how we develop as teachers/researchers through dialogues with the past self and the past research partners (graduate students and the other in-service teacher), and collaborative dialogues with the current co-researcher. The intricate interplays of the self, the co-researcher, and the past students across time brought forth multidimensional arenas for reflection. The study suggests the benefits of reflection on previous data for continuing professional development as reflective practice is a collaborative and iterative learning endeavor. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482892 |
| Database: | ERIC |
| Abstract: | This paper is based on a study conducted ten years ago at one university in Japan aiming at collaborative development through reflection among a teacher educator, two in-service teachers, and four pre-service graduate students. Collaborative reflection involved methods, such as the graduate students' observation of the in-service teachers' English language lessons and the joint journal entries among the three parties. Though the teacher educator and in-service teachers had attempted to facilitate the graduate students' engagement in reflection, the research seemed to have finished with a sense of incompleteness. The present study, through taking the autoethnographic and duoethnographic approaches between an in-service teacher and the teacher educator from the past study, reexamined the past data for continuing professional development. The research question posed is how we develop as teachers/researchers through dialogues with the past self and the past research partners (graduate students and the other in-service teacher), and collaborative dialogues with the current co-researcher. The intricate interplays of the self, the co-researcher, and the past students across time brought forth multidimensional arenas for reflection. The study suggests the benefits of reflection on previous data for continuing professional development as reflective practice is a collaborative and iterative learning endeavor. |
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| ISSN: | 1072-4303 |
