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ERIC Number: EJ969528
Record Type: Journal
Publication Date: 2012-Mar
Pages: 21
Abstractor: ERIC
Reference Count: 43
ISSN: ISSN-0313-5373
Structured Reflective Communication as a Meta-Genre in Teacher Education: Creative Uses of "Critique" in a Teacher Education Program
Starks, Donna; Nicholas, Howard; Macdonald, Shem
Australian Journal of Teacher Education, v37 n3 p90-110 Mar 2012
This article develops an expanded, collaborative and structured view of the process of critiquing observed lesson fragments and shows how this process can be used as a model for developing students' understanding and thinking about teaching and learning processes. The authors introduce Carter's (2007) notion of a meta-genre, "[a] way of doing instantiated in written genres" to frame this overall approach. They show how a specific meta-genre "structured reflective communication" can be used in two ways: (1) to challenge beginning teachers to articulate a personal teaching theory in response to an observation of a videoed teaching excerpt; and (2) to show how its use can inform lesson planning. In this process of viewing, reflecting and re-contextualising critical reflection within a meta-genre of structured reflective communication, new opportunities are created for the use of critique. This process helps make explicit beginning teachers' views about the roles of students and teachers and how they connect with personal teaching theories. (Contains 4 figures.)
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia