Teacher Development College and University Education Research-Oriented Presentation

Critical friendships: Bridging teaching beliefs and visible behaviors

Sat, Jul 9, 15:15-15:40 Asia/Tokyo

Location: E26

An often neglected aspect of reflective practice (RP) is the impact of teachers’ histories on the beliefs and principles that drive their classroom behaviors. Exploring the emergence of these “unseen” factors and their potential influence on professional practice, the presenters will illustrate how, through data-based and dialogic RP, they gained a deeper understanding of their own teaching whilst enhancing personal wellbeing and collegiality. This presentation is based on an RP study grounded in both conversational analysis of classroom data and a “critical friendship” in which the two researchers examined the gap between their stated teaching principles and their “visible behaviors” in a safe, non-judgemental environment. The presenters will share findings illustrating how historical experiences as both language learners and teachers had a profound impact on what they considered “good teaching.” Furthermore, they will discuss how dialogic approaches to RP can lead to increased professional confidence, open-mindedness, and humility. In line with assertions by Farrell (2019), the findings of this study suggest that rather than simply focusing on the visible elements of teaching (what we see in class), increased attention on the unseen factors driving teaching, such as historically-constructed beliefs, may lead to richer insights for practitioners and researchers alike.

  • Daniel Hooper

    Daniel Hooper is a lecturer in the Education Department at Hakuoh University He has taught in Japan for 16 years, predominantly in higher education and English conversation schools. His research interests include learner and teacher identity, communities of practice, and the English conversation school industry.

  • Andy Gill

    Andy Gill holds an MA in TESOL and is a lecturer in the English Language Institute at Kanda University of International Studies. He has taught in universities in Japan for over 15 years, including a number of years in supervisory roles. His research interests include reflective practice, peer observation and teacher training/development.