The document discusses using reflective teaching methodology to assess training for pre-service and in-service teachers in online tutoring tasks. It describes a project where teacher trainees designed and implemented online tutoring scenarios and used reflective teaching through portfolios to evaluate their experiences. The trainees identified key challenges like time management, availability, being proactive, and providing precise feedback. Reflective teaching allowed them to reflect on needed changes and incorporate research to improve their practices. Overall reflective teaching was found to be an effective method for training and assessment.

1. Reflective teaching as a methodology to
assess training of pre-service and in-
service teacher for on-line tutoring tasks
Nathalie Gettliffe
Université de Strasbourg
(France)

2. Teacher Education and CALL at
the University of Strasbourg
 Year 3 Licence: 24 hours ICT and
Language Teaching
 Year 1 Master of Arts Teaching Foreign
Languages: 48 hours
 Year 2 Master of Arts Educational
Technology and Language Teaching: 400
hours

3. Teacher Education and CALL at
the Université de Strasbourg
 Year 2 Master of Arts Research: 24 hours
 Year 2 Master of Arts Language
counsellor: 24 hours
 Year 2 Master of Arts Managing language
programs: 24 hours (+24 hours)

4. Introduction Issue Research Context Data Discussion Conclusion
Methodology
 Teacher Education in CALL: a growing
concern (Hubbard and Levy, 2006)
 Training pre-service and in-service
teachers in on-line tutoring : a challenge
given the instability of on-line tutoring
practices

5. Introduction Issue Research Context Data Discussion Conclusion
Methodology
 Various practices to Teacher Development with
CALL (Hubbard and Levy, 2006):
 Project based learning
 Situated learning
 Online courses and CMC
 Collaborative development
 Integration of CALL education throughout degree
programs
 Communities of practice in CALL education and
learning autonomy

6. Introduction Issue Research Context Data Discussion Conclusion
Methodology
 Which practice is effective in Teacher
Education in CALL?
 How can we assess the effectiveness of a
particular practice?
 Which methodology can (should) we use
to assess the effectiveness of a particular
practice?

7. Introduction Issue Research Context Data Discussion Conclusion
Methodology
 My project:
 Assessing a project-based practice with a
reflective teaching methodology
 Course content: on-line tutoring

8. Introduction Issue Research Context Data Discussion Conclusion
Methodology
Reflective pratice is not:
 -action research (implementation of an
action plan to bring change in some
aspects of a teacher’s class with
subsequent monitoring of the effects of the
innovation)
 -developmental research (designing a tool
and conducting multiple recursive analyses
during the « creative » process)

9. Introduction Issue Research Context Data Discussion Conclusion
Methodology
 Reflective teaching is not:
 Reflexivity: research paradigm that uses the
capacity of social actors in modern societies
to be conscious and able to give accounts of
their actions to explore (mostly sociological)
issues or researchers biases (De Robillard,
2009)

10. Introduction Issue Research Context Data Discussion Conclusion
Methodology
 Reflective teaching is:
 Examining teaching experience as a basis for
evaluation and decision making and as a source of
change (Bartlett, 1990)
 Exploring classroom processes: teacher’s beliefs,
focus on the learner, teacher decision making, role of
the teacher, structure of a language lesson,
interaction in the second language classroom, nature
of language learning activities, language use in the
classroom (Richards and Lockhart, 1994)

11. Introduction Issue Research Context Data Discussion Conclusion
Methodology
Schön, 1987 Educating the reflective
practitioner
This dilemma of rigor or relevance arises more acutely in some areas
of practice than others. In the varied topography of professional
practice, there is a high hard ground where the practitioner can make
use of research-based theory and technique, and there is the swampy
lowland where situations are confusing messes incapable of technical
solutions. The difficulty is that the problems of the high ground,
however great their technical interest, are often relatively unimportant
to clients or the larger society, while in the swamp are the problems of
greatest human concern.
 Second language acquisition vs teacher education

12. Introduction Issue Research Context Data Discussion Conclusion
Methodology
 Assessing reflective teaching as an
effective mode to train teachers in project
based-CALL:
 Confronting reflective teaching to user’s
perceptions (questionnaire and interviews)
 Confronting reflective teaching to data
analysis

13. Introduction Issue Research Context Data Discussion Conclusion
Methodology
 Reflective teaching can use the following
procedures:
 Teaching journals, lesson reports, surveys
and questionnaires, audio and video
recordings, observations, e-portfolios…
 Tutors used a portfolio for their reflective
teaching (ex ample Group 4)

14. Introduction Issue Research Context Data Discussion Conclusion
Methodology
 What I used to assess reflective teaching
 On-line questionnaire (27 items):
 Group, technical challenges; aims; beginning/end;
who was in charge; tutor role; number of tasks;
tasks sequencing; follow-up from the tutors;
evaluation; conclusion
 Questionnaire designed from reflective teaching

15. Introduction Issue Research Context Data Discussion Conclusion
Methodology
 Interviews:
 similar questions than questionnaire
 Two extra questions: was it your first course on-
line? how much time did it take you to do the on-
line tasks?
 Observations of on-line tutoring scenario

16. Introduction Issue Research Context Data Discussion Conclusion
Methodology
 12 hour course on On-line tutoring
 Course content:
 Definitions (on-line tutoring) of on-line tutoring
 Tasks/role of an on-line tutor
 setting up a tutoring scenario and linking it to on-line and off-line
resources
 On-line tutoring tools (characteristics and limitations)
 Learning management system (Dokeos)
 Videos of novice, intermediate and experienced on-line tutors
 example of an On-line course (English for Academic purposes)
 research on On-line tutoring (articles, journals, books).

17. Introduction Issu Research Context Data Discussion Conclusio
e Methodology n
 Course project
 Designing on-line tasks for Master 1 foreign
students needing help with their written
academic French (pretest and homeworks)
 Managing a three week on-line tutoring
session with the Master 1 students (scenario)
 Evaluating the work of « their » students
(30%)

18. Introduction Issue Research Context Data Discussion Conclusion
Methodology
Tutors Students
Group A: Tomoki N=8 (2 were MM
n=3 students)
Group B: Lucia N=8 (1 was MM
n=3 student)
Group C: Christos N=8
n=4
Group D: Xiaolu N=8
n=4

19. Introduction Issue Research Context Data Discussion Conclusion
Methodology
 Project report
 Description of on-line scenario
 Reflective teaching (issues when designing tasks,
issues during the on-line tutoring, changes brought
during the on-line tutoring, future changes, what you
have learned, what you would like to learn, comments
on the help from your informants)
 Link your reflective thinking to at least 2 research
articles

20. Introduction Issue Research Context Data Discussion Conclusion
Methodology
 Case Study A:
 Analysis of scenario
 Objectives: to identify main arguments in a text
and to write a persuasive structured essay
 Activities:
 Week 1: read and identify the structure of a text on
Applied Linguistics
 Week 2: Critique of students work and own work
 Week 3: write a short essay (300 words) on a topic on
Applied Linguistics

21. Introduction Issue Research Context Data Discussion Conclusion
Methodology
 Resources:
 text on the importance of a pedagogical scenario
for foreign language learning (8 Pages)
 Course components:
 Identify the main ideas of a text
 How to write sentences summarizing a paragraph
 transitions
 Connecting words
 What is the structure of a paragraph
 Evaluation
 Three or four links for each course

22. Introduction Issue Research Context Data Discussion Conclusion
Methodology
 Tutoring (Accompagnement):
 Virtual office hours Tuesday, Thursday, Sunday via
a chat from 7pm to 8pm
 Discussion forums for individual and group
feedback
 Announcements for homework to be done
 Corrections and feed-back on all submitted work

23. Introduction Issue Research Context Data Discussion Conclusion
Methodology
 Reflective teaching:
 No major group problem. Everyone had a
specific task: native speakers gave feedback
and designed course content; non-native
speaker looked for Internet links and
approved course task as an informant
 Difficulties: technical challenges; wrong
format for the posted homeworks; not enough
interaction on the forum; text too long;

24.  Difficulties:
 Indications for final work not clear enough;
students gave their homework late and group
discussions could not take place
 Changes to be brought:
 Send personal mails to students to remind them of
work to be done
 Design tasks that can be done independently

25.  What we have learned:
 On-line tutoring requires a lot of time to design and
follow activities
 Need to give detailed explanation so students
understand what needs to be done
 Need to plan everything
 Content needs to be motivating

26.  Research article:
 Our main challenge was to motivate students
 Celik, C. (2009) « Analyse de pratiques de tutorat
dans un campus numérique de maîtrise de FLE à
distance » Alsic, vol 11
 Decamps, S., Depover, C. et De Lièvre, B. (2009)
Moduler l’encadrement tutoral dans la
scénarisation d’activités à distance, Actes du
colloque EPAL.

27.  What they have learned from research:
 Quality of tutoring influences the number of stay-
ins/drop-out
 Tutoring can help retain students (vs no tutoring)
 Pro-active responses helps retain students and
help them use fully all resources provided on the
LMS
 « We should have been more proactive »

28.  User’s point of view
 interviews (2)
 Motivation: does not like on-line components; late
registration
 Did understand that writing an esssay in French is
not the same that writing an essay in English thank
to the tutors feedback
 Could not identify who was tutoring
 Feedback was not precise enough

29.  User’s point of view
 Questionnaire (3)
 Problem with understanding when the on-line
component started, who was in charge (2), who to
contact in case of problems,
 Too many activities (3), too difficult, not organized
enough
 No individual help (2) and no understanding as to
how one was being evaluated (2)

30. Overall, the on-line tutors realized that
they were not just there to give
homeworks and grade them but to
create a relationship with the students
in order to keep them motivated and
on task.
Nonetheless, tutors are not attentive
enough to individual needs (what can
I help you with?)

31.  Group B:
 Objectives: improve style and sentence
structure
 Activities: write a short essay (200 words),
identify the key areas of difficulties, write a
lesson about it and write a second essay (300
words) to see if improvement; write on a blog
about your challenges as a foreign student in
Strasbourg

32.  Group C:
 Objectives: review grammatical points and
understand text writing
 Activities: formative tests on grammar; write a
complex sentence; write a collaborative text

33.  Group D:
 Objectives: understanding grammar points
and writing a short text
 Activities: grammar lessons and text
production

34. Introduction Issue Research Context Data Discussion Conclusion
Methodology
 My project:
 Assessing a project-based practice with a
reflective teaching methodology
 Course content: on-line tutoring

35. Introduction Issue Research Context Data Discussion Conclusion
Methodology
 Through their reflective teaching portfolio,
all tutoring groups identified the main
difficulties of on-line tutoring:
 Time
 Availability
 Being proactive
 Being precise when giving feedback
 Distributing and sharing roles

36. Introduction Issue Research Context Data Discussion Conclusion
Methodology
 Reflective teaching allows tutors to reflect
on changes that need to be brought to
their project
 Dialogic conversations with research
allows them to seek answers
 Tutors still need feedback from students to
complement reflection as well as teacher’s
feedback

37. Final considerations
 Ethical questions
 Reflective teaching to become researchers