Corpus-Based Reflective Practice for Professional Development: A Collaborative Micro Auto-Ethnography
Recent research underscores the significance of data-led and collaborative reflection in enhancing teaching practices and professional development of teachers. While video-based reflections have been extensively studied, the potential of corpus-based methods remains underexplored. We address this ga...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-01-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/1/79 |
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| author | Olcay Sert Elisabeth Wulff Sahlén Thorsten Schröter |
| author_facet | Olcay Sert Elisabeth Wulff Sahlén Thorsten Schröter |
| author_sort | Olcay Sert |
| collection | DOAJ |
| description | Recent research underscores the significance of data-led and collaborative reflection in enhancing teaching practices and professional development of teachers. While video-based reflections have been extensively studied, the potential of corpus-based methods remains underexplored. We address this gap in two ways. Firstly, we describe a research and development project in which we employed a corpus linguistic tool to analyse and reflect on our own lectures, with the ulterior aim of promoting a corpus-based reflective practice (CBRP) model that would help other teachers do the same. Secondly, we introduce collaborative micro auto-ethnography (CMAE) to illustrate how our model can facilitate the noticing of different aspects of teacher talk and lead to, what we call, snowball reflections (i.e., a sequence of reflective talk that extends a topic and spreads from one participant to the next). Our approach shows that corpus analysis, coupled with collaborative reflections, has the potential to not only enhance language use but also stimulate broader and deeper pedagogical discussions on and insights into teaching styles and student engagement, going beyond analyses of single words and lexico-grammatical patterns in teacher talk. We argue that there should be institutional support for developing new corpus-based professional development initiatives and that researchers can benefit from using ethnographic data together with detailed analyses of interactions. |
| format | Article |
| id | doaj-art-7a950c8cecaa4d4b9e4701388a3f5a75 |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-7a950c8cecaa4d4b9e4701388a3f5a752025-01-24T13:30:30ZengMDPI AGEducation Sciences2227-71022025-01-011517910.3390/educsci15010079Corpus-Based Reflective Practice for Professional Development: A Collaborative Micro Auto-EthnographyOlcay Sert0Elisabeth Wulff Sahlén1Thorsten Schröter2Division of Language and Literature, School of Education, Culture and Communication, Mälardalen University, 721 23 Västerås, SwedenDivision of Language and Literature, School of Education, Culture and Communication, Mälardalen University, 721 23 Västerås, SwedenDivision of Language and Literature, School of Education, Culture and Communication, Mälardalen University, 721 23 Västerås, SwedenRecent research underscores the significance of data-led and collaborative reflection in enhancing teaching practices and professional development of teachers. While video-based reflections have been extensively studied, the potential of corpus-based methods remains underexplored. We address this gap in two ways. Firstly, we describe a research and development project in which we employed a corpus linguistic tool to analyse and reflect on our own lectures, with the ulterior aim of promoting a corpus-based reflective practice (CBRP) model that would help other teachers do the same. Secondly, we introduce collaborative micro auto-ethnography (CMAE) to illustrate how our model can facilitate the noticing of different aspects of teacher talk and lead to, what we call, snowball reflections (i.e., a sequence of reflective talk that extends a topic and spreads from one participant to the next). Our approach shows that corpus analysis, coupled with collaborative reflections, has the potential to not only enhance language use but also stimulate broader and deeper pedagogical discussions on and insights into teaching styles and student engagement, going beyond analyses of single words and lexico-grammatical patterns in teacher talk. We argue that there should be institutional support for developing new corpus-based professional development initiatives and that researchers can benefit from using ethnographic data together with detailed analyses of interactions.https://www.mdpi.com/2227-7102/15/1/79teacher talkprofessional developmentcorpus linguisticscorpus-based reflective practicecollaborative micro auto-ethnographysnowball reflections |
| spellingShingle | Olcay Sert Elisabeth Wulff Sahlén Thorsten Schröter Corpus-Based Reflective Practice for Professional Development: A Collaborative Micro Auto-Ethnography Education Sciences teacher talk professional development corpus linguistics corpus-based reflective practice collaborative micro auto-ethnography snowball reflections |
| title | Corpus-Based Reflective Practice for Professional Development: A Collaborative Micro Auto-Ethnography |
| title_full | Corpus-Based Reflective Practice for Professional Development: A Collaborative Micro Auto-Ethnography |
| title_fullStr | Corpus-Based Reflective Practice for Professional Development: A Collaborative Micro Auto-Ethnography |
| title_full_unstemmed | Corpus-Based Reflective Practice for Professional Development: A Collaborative Micro Auto-Ethnography |
| title_short | Corpus-Based Reflective Practice for Professional Development: A Collaborative Micro Auto-Ethnography |
| title_sort | corpus based reflective practice for professional development a collaborative micro auto ethnography |
| topic | teacher talk professional development corpus linguistics corpus-based reflective practice collaborative micro auto-ethnography snowball reflections |
| url | https://www.mdpi.com/2227-7102/15/1/79 |
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