ABSTRACT Reflective practice (RP) is known as a cyclical process of identifying issues, discussing how to resolve them, and acting. RP is not supposed to be solitary but rather collaborative between teaching colleagues or supervisors and teachers. Thus, research on teacher development advocates a dialogic approach for mentoring novice teachers in which the participants mutually construct knowledge. The culture of the feedback event, though, can interfere with the participants’ intentions for collaborative discussion given the status of the supervisor. In an 18- month ethnographic research project on three first-year teachers, I attempted to engage in dialogic RP with them to identify issues they were experiencing and discuss how to resolve them. In ethnographic research, the researcher is part of the field being studied. Through field notes and interview transcripts, I constructed three critical incidents, or episodes, in which dialogic RP was not attained. Through my recounting of critical incidents with these teachers, I argue that collective understanding of issues and use of the teacher’s expertise are important, and that pushing for quick solutions is ill advised. The study shows the subjective side of conducting dialogic RP in a school setting in which participants have different backgrounds and educational perspectives.

中文翻译：

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对新手老师促进对话反思性练习的自我批评

摘要反思性实践（RP）是识别问题，讨论如何解决问题并采取行动的周期性过程。RP不应该是孤立的，而应该是在教学同事，主管或老师之间进行协作。因此，关于教师发展的研究提倡一种对话方法来指导新手教师，在这种方法中参与者可以相互建构知识。但是，鉴于主管的身份，反馈事件的文化可能会干扰参与者进行协作讨论的意图。在一个为期三个月的民族志研究项目中，研究了三名一年级的老师，我试图与他们进行对话式RP，以识别他们遇到的问题并讨论如何解决这些问题。在人种学研究中，研究者是所研究领域的一部分。通过现场笔记和访谈笔录，我构建了三个关键事件或情节，其中没有达到对话式RP。通过与这些老师一起回顾关键事件，我认为对问题的集体理解和老师专业知识的使用很重要，建议不要寻求快速解决方案。研究表明，在参与者有不同背景和教育观点的学校环境中进行对话式RP的主观方面。