Reflecting on observed behaviour and intentions
1.5.4.1
The second step towards change
1.5.4.2 Using classroom data
1.5.4.3 Using intentions to uncover beliefs
1.5.4.1
The second step towards change
I have suggested in several places in this module that becoming aware
of beliefs is the first step towards changing these. If this is so, then
critical reflection on beliefs that have been made explicit is the second
step, as was implied in section 1.5.3.4. Reflection-on-action
can be extended to include reflection-on-intentions and reflection-on-beliefs.
If action, intentions and beliefs are interconnected in the way that Ajzen
and others claim, then I would argue that this extension of the classic
approach to reflection-on-action is highly desirable.
1.5.4.2
Using classroom data
When Ajzen (1988) developed his theory of planned behaviour (section 1.4),
he actually worked 'backwards', taking behaviour as a starting point which
can be explained by intention, which in turn can be explained by attitudes
and finally beliefs.
In circumstances which allow classroom data to be collected, we can also start with behaviour. This should uncover not just beliefs about teaching and learning per se, but also about the social and physical contexts within which the teacher operates (see section 1.4). For example, Woods (1996), made video recordings of teachers at work in classrooms. These were replayed to the teachers to stimulate recall of their lessons. This resulted in an 'unstructured commentary regarding thoughts, plans and decisions that were related to the classroom events on tape' (ibid: 28). You are asked to undertake a similar procedure for the 'classroom projects' suggested in this module.
Have a look at the classroom project for this activity cycle (in section 1.5.5) to see an example that you can try for yourself.
While an 'unstructured commentary' may be very useful and interesting for a researcher such as Woods, who simply wishes to reveal underlying beliefs as an explanation for observed action, a teacher such as yourself can put such data to even greater use. Having revealed a set of beliefs, you are then in a position to start critically considering these: where they came from, whether they are based on any sound theory or accord with SLA research findings, and so on.
1.5.4.3
Using intentions to uncover beliefs
You will recall that an important element in Ajzen's (1988) theory is
that behaviour is best explained not directly by beliefs, but by the intermediary
step of intention. It is therefore also possible to start with
intentions as a way of linking beliefs and behaviour, and providing
material for critical reflection on our practice.
- You can do this by examining
lesson plans or work schedules that you have made, preferably for lessons
you have yet to teach.
- Choose four or five elements
of a lesson plan or series of plans.
- For each element, try to
give your rationale for planning to do things that way.
- Do your rationales reveal
anything about your underlying beliefs?
- As you plan future lessons,
try to pause from time to time to consider why you are planning in that
particular way, and what underlying beliefs or principles (see section
1.5.2.5) are informing your plans.
- Conversely, if you made an initial list of principles in section 1.5.2.5, check your plans to see if they are helping you to teach by your own principles.
