Reflective Entry 7


Reflective Entry 7: Evaluate how your inquiry impacts on future inquiry/practice.

The impact this inquiry has on future inquiry/practice is that of thoroughly researching and analysing, questions about teacher practice and reflecting on outcomes. I have thoroughly enjoyed this process which has led me to ask the BIG questions around student learning and outcomes. Gaining much needed understanding around the spiral of inquiry I see how beneficial it has been holistically to my teacher practice. The need around teacher inquiry is important to changing learning outcomes for students and to improve pedagogy and learning cultures in schools.

                                               Figure 1: Spiral of inquiry.

My inquiry has led me to many realisations in teaching, we are able to make a huge impact on student learning when we are evidence driven, well informed, keeping a Growth Mindset (Dweck, 2006). My inquiry practice has improved immensely, bringing confidence in my abilities to inquire and understanding the entire process. I will continue this inquiry into the new year, collect data through student voice and observing learning behaviours whilst reflecting on my own practice. This inquiry was just a small part of moving into a 21st century model of self-directed learning and student agency. There are much more goals to achieve moving forward into SDL fluidity within my class and throughout the school.

Furthermore, I will continue this inquiry into the new year as we are still embedding new learning within the staff and students around self-directed learning. Many changes are yet to be tested and analysed which will take some time to complete. As providing an SDL model and producing self-directed learners is in the very ethos of the school much importance is given to this inquiry. As many changes have already been administered some nationally, locally and within my classroom, some by my hand and some by community and leadership, much time will be needed to bring this inquiry to an ultimate conclusion.

Moving into next year, I will also begin to break this inquiry into smaller inquiries looking into age cohorts, gender and learning abilities. More research into successful SDL models that have worked within NZ schools will help to evidence the changes that will need to be decided. I will think critically about evidence gathered to help guided these inquiries.

In conclusion I will continue to reflect on my own teaching practice and make crucial changes to my leadership style which will see me step into a more facilitatory role.


References:

References:
Breakspear, S., Schools, A., Education, T., & Kong, H. (2016). Embracing Agile Leadership for Learning – how leaders can create impact despite growing complexity.
Grow, G. O. (1990). SELF-DIRECTED by. Adult Education Quarterly, 41(3), 125–149.
Malcom, K. (1973). the Adult ) Learnerg A Neglected EMLF6. (1), 207. Retrieved from http://files.eric.ed.gov/fulltext/ED084368.pdf
Nasri, N. M. (2018). Self-directed learning through the eyes of teacher educators. Kasetsart Journal of Social Sciences, 4–11. https://doi.org/10.1016/j.kjss.2017.08.006





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