Novoa Echaurren, Angela; (2022) Towards a Model of ICT Reflexive Practice: Investigating Teachers’ User-Generated Contexts and Agency in a K-12 Chilean School. Doctoral thesis (Ed.D), UCL (University College London).

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Abstract

In this study, I investigate six teacher participants’ engagement in a reflexive practice programme as part of their continuous professional development (CPD) in a K-12 institution. I specifically focus my study of Reflexive Practice (Dewey, 1910; Dewey, 1922; Freire, 2005; Freire, 2011; Freire, 2014) on the participants’ Information Communication Technology (ICT) practices within their subject domain. Exploration of ICT reflexive practices within a CPD programme is an underdeveloped area of research. Data include observations and interviews gathered from teacher participants and their respective Heads of Department. Data demonstrates the significance of teachers’ agency and dialogue to enhance ICT practices and collaborations in three dimensions: professional, departmental and institutional. Key findings inform the development of an ICT Reflexive Practice (IRP) Framework that I outline as part of my research contribution. Drawing from the notion of User-Generated Contexts (UGCs; Dourish, 2004, Dourish, 2017; Luckin, 2010; Luckin et al., 2011, Luckin, 2018), the IRP Framework adds ‘reflexion about ICT’ to the schools’ existing RPM. It assesses the underpinnings supporting teachers’ ICT practices (e.g., pedagogical theories, curricular basis, policies, among others). This issue has arguably become a recurrent concern for different traditions involved in educational technology under the argument that teachers’ real innovative and transformational ICT uses in teaching remain underdeveloped (Albion & Tondeur, 2018; Crook et al., 2010; Hinostroza et al., 2016). The IRP Framework combines RP and ICT holistically by moving beyond a single classroom experience to consider the entire school ecosystem. Especially in the COVID-19 pandemic context, where ICT has increased its role in education, policymakers must provide teachers with adequate CPD reflexive opportunities suitable to their specific needs. The IRP Framework, which emerged from a systematic comparison of the data against the theory of RP and the concept of UGCs, offers the CPD model teachers need to assess their ICT practices and keep refining them over time.

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