Dyslexia and online reflective writing: Student teachers experiences of writing about themselves in a public forum.
Dr Jan Oti* and Richard Clarke - University of Wales Newport,
Draft working paper presented at the British Educational Research Association Annual Conference, Institute of Education, University of London, 5-8 September 2007
(*corresponding author).
Abstract
This paper sets out to provide an interim report on the experiences of a number of post-graduate teacher trainees with pre-diagnosed dyslexia who, as part of their teacher training programme, are required to maintain a reflective journal using blog software.
The use of blogs as a reflective tool moves the journal from a private to a public space and allows for interaction across the whole cohort rather than just between tutor and trainee, as was formerly the case with paper based journals. The group under consideration have been purposively sampled on the basis of a dyslexia declaration along with evidence of having completed a formal statement process. No attempt was made to use self-diagnosed or potential dyslexic members of the group. It should be noted that this is not a study in dyslexia itself as much medical research has been completed in this field (Snowling, 2000), but is based on the perceptions of dyslexic students.
The research methods employed for this study are mainly qualitative although some quantitative data is produced. Overall the data is presented as case studies (Gillham, 2000; De Vaus, 2001). The instruments used to gather data revolve around individual questionnaires and individual semi-structured interviews. An initial questionnaire to all students on the programme provides a reference point for the study, since within the non-dyslexic sample of the population there may well be similar emergent concerns or themes to that of the pre-selected sub-group. The interviews seek to engage with trainee’s feelings about the process of reflective writing, the issues that their dyslexia presented, as well as how they dealt with feedback from tutors and peers. Patterns and themes originating from the data will be analysed (Boyatzis, 1998) and from this evaluation, conclusions and/or recommendations proposed.
Whilst the results of this study have not yet been fully analysed it is hoped that the data will provide evidence of whether this form of reflective writing is useful for dyslexic teacher trainees or, if in fact, audio or video diaries may be a preferred option.
Some limitations to this study are natural. This is a small project and indeed a work-in-progress research project; data gathered over a number of years may prove more revealing. As the rapid increase in the use of predominantly text-based virtual learning environments continues across higher education the value of developing on-line learning communities (Salmon, 2004; Stephenson, 2001) and evaluating their effectiveness becomes ever more important. This is especially important and significant for those students who have difficulties with text based learning naturally; those diagnosed with dyslexia. This paper goes some way in addressing and highlighting these issues.
Keywords:
Dyslexia, Teacher Training, Reflection, Blogs, Computer-mediated communication
Introduction
Study Background
This paper provides an overview of some of the issues emerging from the early stages of a longitudinal study into the impact of dyslexia on the development of the skills of reflection in teacher trainees through the use of reflective writing.
According to Moon (2006, p.1) most adults reflect in an informal, or even unconscious way, and ‘for those who do reflect, being reflective can represent a deeply seated orientation to their lives’. Moon (2006) suggests that a learning journal can provide the ideal conditions for reflection by slowing the pace of learning, increasing a sense of ownership of learning, acknowledging the role of emotion in learning and encouraging metacognition. Essentially, writing a journal seems to allow an individual to capture and explore experiences in greater depth. The paper examines the perceptions and experiences of post graduate teacher trainees, who were asked to use blog software to maintain a reflective journal as part of their post compulsory teacher training programme.
Also considered is the validity of the common approach used to develop reflectivity in pre-service teachers, i.e. the practice of reflective writing and self-critical analysis. The alternatives available and whether or not these approaches could be seen to be more inclusive and provide fewer barriers to dyslexic students entering the teaching profession, is briefly considered. Much research and discussion into the medical condition and diagnosis of dyslexia is already available (Snowling, 2000; Miles, 2006) and will not be discussed here. This also applies to the theories and models of reflection and reflectivity.
Funding was obtained from the University to undertake a study of the use of blogs as tools for the development of reflective practice. The students all received training in the use of the blog software and were required as part of their teaching practice file to maintain a reflective journal, using the blog, averaging approximately 250 words a week over the course of the one year programme.
The cohorts ranged in age from 21 to 53 and were drawn from a variety of academic backgrounds including art, business, law, IT, sport, and a number of other vocational subject areas. All students held at least a first degree with a small number holding masters degrees or equivalent higher qualifications.
Within the cohort there were 4 students who identified themselves as dyslexic. For the purposes of this study only those students who had previously undertaken a supervised dyslexia assessment by an approved educational psychologist were considered. This is a normal requirement for Higher Education (HE) students who wish to gain funding for additional support. This sub-group is distinct from those who may have self-diagnosed or been given a more simple screening test.
At the heart of the process of becoming a teacher is the development of what is termed variously reflective practice or reflectivity. This is seen by Sch?n (1983), amongst others, as being an essential prerequisite for developing what more experienced teachers refer to as reflexivity or reflection in action; the rapid response to change and the selection of appropriate actions drawn from experience. That reflective thought and reflexive action are key features of an effective professional is not really debateable in the context of this paper, and this view is reflected in other professions such as nursing, which also has a strong emphasis on developing reflective practice. The introduction of reflective activities and practices into the curriculum will support the development of critical thinking. Hence, reflection and critical thinking will not only aid teacher trainee development but also, most importantly, develop enquiring minds that remain as they move from trainees to fully experienced teachers.
‘…there have been several pieces of research demonstrating how even the structure of the brain, including the adult brain, can be changed by educational experiences’ (TLRP/Howard-Jones, 2007, p.21).
Facilitating reflective and critical thinking in the classroom or lecture room can prove difficult and as highlighted by Korthagen and Vasalos (2005, p. 47): ‘Reflection is currently a key concept in teacher education’. Within higher education there are large student numbers and encouraging critical thinking that does not rely on the presence of a helpful teacher/lecturer but on autonomous learning must be welcomed and embraced; thus, the usefulness of the journal and in particular the electronic journal or blog. However, in order to facilitate critical thinking we need to take writing more seriously argues Moon (2005, p.18). ‘…writing is central to the development and use of critical thinking in higher education’.
Expectations were that the research would reveal a mixed response from students generally. Some would enjoy the process of writing reflectively through a blog medium whilst others would be somewhat negative about the experience, especially dyslexic students. It was also anticipated that other forms of presenting a reflective journal (via video or audio tape) would be suggested by students and in particular by dyslexic students, who may perceive an over-emphasis on reflective writing as a means to develop reflective practices.
The ability to read, write accurately and communicate effectively, lie at the heart of the teaching process. The often quoted aphorism from the Newbolt report of 1921 suggests that “Every teacher is a teacher of English” (HMSO, 1921) which of course further reinforces the stigma attached to dyslexia within the teaching profession (Dodds, 2004). Concerns from education establishments are ‘that the drive for high literacy standards will be compromised if teachers with ‘weaker’ literacy standards are employed’ (Ruddick, 2003, p.390).
Reliable figures for the number of dyslexic teachers across the education sector are difficult to obtain because of the perceived stigma associated with the condition by members of the teaching profession (Dodds, 2004). Indeed Riddick (2003, p.398) points out that dyslexic teachers and trainees often ‘started by hiding their difficulties from other colleagues until they felt their competency as a teacher was well established’. Thus, research in this area is important and hopefully will contribute to discussions regarding the needs of dyslexic teacher trainees.
Blogs as reflective tools
With the advent of blogs and other Web 2.0 technology the scope for self-expression and perhaps self-reflection, has been greatly extended. A traditional linear model of thought has been replaced some suggest, by a more non-linear, hypertextual way of thinking (Prensky, 2001).
The blog software used for the project was supplied by the University and provided comparable functionality to most other software currently in use. The students were required to make text based entries, although the facility also existed to record podcasts, video diaries, or post up photographs. It was felt that for this initial phase of the study these methods would not be used as the intention was to focus on the use of reflective writing.
On discussion with the students, it became apparent that not all of them were comfortable with the idea of writing as a reflective tool; particularly those with a previous background in arts or performing arts subjects (see later analysis of data).
The approach taken to using the blogs for this study varied only slightly from that of the traditional reflective journal. The significant difference was that students were encouraged to share their reflections with their peers as the default setting for the blogs was public rather than private. This approach to developing reflective practice collectively rather than individually is considered in more detail in another paper (Clarke and Longman, 2007).
Methodology and Analysis
Research Methods
As this research is an ongoing investigation exploring the perceptions and beliefs of trainee teachers, it was decided that individual questionnaires and interviews would be the research instruments in this study. These methods would allow some quantitative data to be collected but also provide rich qualitative data that would reveal the perceptions of students regarding the use of blogs as a reflective tool. Using two methods would allow some elements of triangulation and aid the validity and reliability of the study (Cohen, 2007). The questionnaires would provide a base line and emerging issues from dyslexic and non dyslexic students would be revealed. It was decided that opportunistic sampling would be used for the questionnaires and would be completed in tutorials after explaining the purpose of the research. Individual, self administered, student questionnaires would be distributed to students and a selective, random sample of students would be invited for an individual, semi formal interview. Included in the interview sample would also be pre- diagnosed dyslexic students. It was decided that in this interim study, analysis of student blog/journal entries would not be used.
The questionnaire had a mixture of question styles and types. There were 18 questions in total of which 6 were closed, 9 were rated questions and 3 were open. The rated questions were designed with a strongly agree response being a low value whilst a strongly disagree was the higher value. However not all the questions will be discussed in this paper; only those that have the most significance will be highlighted. The purpose of this paper is mainly to provide discussion rather than statistical information.
The interviews had approximately 8 questions although due to their semi-formal structure this varied slightly due to the effects of probing various responses, an advantage the interview has over questionnaires (Bell, 1999). It was decided that for student confidentiality and comfort, another researcher should collect the interview material rather than a course member. This would ensure less bias and thus aid the reliability of the data collected. All interview data from individual students would be presented as case studies (Gillham, 2000; De Vaus, 2001).
Data Collection and Analysis
The whole cohort consisted of 60 students; 18 males and 42 females whose ages ranged from 21 to 53 years of age. At the end of the teacher training programme in May 2007, 40 students in attendance, were asked to complete an individual, self administered questionnaire on the use of the blog software for compiling their reflective journals. This was done via group tutorials after explaining what the study was about and how the data would be used. It was highlighted that confidentiality would be maintained and that any trainee teacher could withdraw from the study at any time; nothing was compulsory. From the cohort, 26 completed questionnaires were returned (10 male and 16 female): a positive return rate of 43%. This percentage increases however if calculated against those students in attendance; the positive return now becomes 65%. The questionnaires were anonymous and thus this allowed for more honest and open responses from respondents (Cohen, 2007).
A random sample of 10 trainees, which included the 4 pre-diagnosed dyslexic students (2 male and 2 female students) were invited for interview during the period expanding the end of May to the middle of June 2007. However, only 5 actually turned up and participated and only 1 of these was registered dyslexic; a somewhat disappointing response rate overall. Nevertheless, these 5 semi-formal, individual interviews were successfully conducted. This was completed by another researcher who was not part of the programme team; the interviews were recorded and then transcribed (Bell, 1999).
It was anticipated that the results would be mixed and that some trainee teachers would be quite happy with this means of reflection, whilst others would feel uncomfortable. In particular it was expected that dyslexic students would perhaps feel less confident using this public arena. As stated in the introduction, many students do not declare themselves dyslexic, fearful of negative attitudes to their disability (Riddick, 2003). Thus, this more public forum of writing reflective thoughts would reveal their weaknesses not only to their tutors but also their peers; for both those who declare their dyslexia and those who hide this disability.