Appreciative Inquiry - A Reflection Process for Year One Pre-Service Teachers during Professional Practice
Author: Chris Janet Harkess
Christchurch College of Education
Christchurch, New Zealand (Aotearoa)
11/06/2005
Pages: 60
Annotation: This paper investigates the effectiveness of Appreciative Inquiry as a reflection model for Year One Pre-service Teachers during their first professional practicum. Appreciative Inquiry is a change management process which identifies the best of what is happening in any individual or organisation in order to pursue what is possible in the future. Underlying Appreciative Inquiry is a social constructionist perspective. Three social constructionist themes, knowledge and neutrality, learning through social discourse and positive realities are explored in relation to the assumptions of Appreciative Inquiry .The literature review considers four aspects of the professional or learner reflecting on their practice: reflection in action, reflection and self, reflection and dialogue and finally reflection and visioning. Following a discussion of methodology and findings, the paper offers the following conclusions: a) Appreciative Inquiry has provided Year One Pre-service Teachers with a positive action research process which scaffolds reflective practice.
b) Appreciative Inquiry provides a framework to acknowledge and articulate teaching acts, skills and qualities. c) Identifying and verbalising these capacities enables learners to take risks and develop new skills. d) Appreciative Inquiry encourages the development of an educational vision and e) Appreciative Inquiry advances self awareness and self knowledge. Appreciative Inquiry has emerged as a valuable reflection scaffold for Year One Pre-Service Teachers.
Resource Files:
Research Report (doc )
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