Learning and impact
What has Barbara learned and how will it impact on her practice?
“After my first conversation with Gillian, I continued working with Fran. I wanted to put into practice what Gillian and I had discussed about working more effectively as a critical friend. Again I videoed a meeting with Fran, and again Gillian and I watched the video, looking for evidence of my learning by identifying changes in my practice.”
Notice how Gillian is supporting Barbara to articulate:
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her learning and what has influenced this;
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the improvement this has brought about in her practice;
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the impact of this on Fran;
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her deepened theoretical understanding of being a critical friend.
Use the transcript of Video Clip 4 to discuss:
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In this conversation, what shows that learning and changed practice have occurred?
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In what ways might the changes result in better outcomes for Barbara and Fran and the teachers and students they work with?
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How could they monitor these outcomes?
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What else did you notice in the video clip and transcript? What is the evidence for this?
Perpectives
Michael Absolum
Michael Absolum presents an alternative view on Gillian and Barbara’s second conversation.
What have you learned and how will it impact on your practice?
How does the thinking of John Loughran, Michael Absolum, and others reinforce or challenge your understanding and practice as a critical friend?
What have you learned from watching and analysing Gillian’s practice in the video clips?
What challenges or questions can you identify in your current practice as a critical friend? How do they link with identified learning needs of teachers and students? What evidence do you have?
Which of these challenges or questions would make the most useful focus for your inquiry?
Within your inquiry, how might you:
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work with someone who acts as a critical friend and supports your learning and inquiry into your practice?
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act as a critical friend with someone to support their learning and inquiry into their practice?
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set up situations in which dissonance is able to be safely surfaced and explored?
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record your practice (e.g., using video, audio, and/or transcripts) for use as evidence within your inquiry?
See Conducting Inquiry (pages 43–75) for guidance on inquiring into your practice.
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