Podcasting as a critical reflection tool for early-career teachers during emotional times

ABSTRACT

Rapidly changing and emotional times, such as the COVID-19 pandemic, can have drastic impacts on teachers’ well-being. Using data from an episode of the ‘Talking Teaching’ podcast, this study explores how three Australian early-career teachers (ECTs) critically reflected on their practice in light of the emotional roller coaster caused by COVID-19. Drawing on Brookfield’s theoretical lenses for critical reflection, important findings indicate that the podcasting process facilitated the ECTs’ critical reflection on the shifts in their practice and changes in power relations with parents during remote learning. The latter finding points to the possibility of extending Brookfield’s critical reflection lenses to include a ‘parental perspectives’ lens. It is argued that podcasting is a powerful critical reflection tool that supports ECTs’ identity development and self-directed learning. Moreover, this study demonstrates the unique potential for podcasting in the generation of rich and authentic educational data.

KEYWORDS:

• Early-career teachers
• podcasting
• critical reflection
• remote learning
• teacher identity

Acknowledgments

The authors wish to acknowledge Professor Ange Fitzgerald for her constructive and insightful comments on an earlier version of this article. They also thank the two anonymous reviewers for their insightful and constructive comments.

Disclosure statement

There are no financial or non-financial competing interests to declare.

Additional information

Notes on contributors

Blake Cutler

Blake Cutler is a PhD candidate and Research Assistant in the Faculty of Education at Monash University. Their doctoral study explores how educators’ social justice efforts to support queer young people are shaped and influenced by research use. Prior to this, Blake taught as a primary music teacher. Blake tweets at @blakeacutler

Rebecca Cooper

Rebecca Cooper is an Associate Professor and the Director of Initial Teacher Education in the Faculty of Education at Monash University. Her research on science teachers’ pedagogical content knowledge includes considering how teachers’ practice can be developed and articulated, especially the practice of highly accomplished teachers. Rebecca tweets at @BecCooper3

Andrew Greville

Andrew Greville is a graduate of the Faculty of Education at Monash University. He works as a secondary Maths and Science teacher in regional Victoria. In his work, he focuses on how issues of identity-making, values and relationships influence students’ success in STEM subjects.

Linda Su

Linda Su is a graduate of the Faculty of Education at Monash University. She works as a secondary English teacher in Melbourne’s south-eastern suburbs. In her teaching, she considers how to create an academically rigorous learning environment that prepares students to be innovating, resilient and global citizens.

Caitriona Dempsey

Caitriona Dempsey is a graduate of the Faculty of Education at Monash University. She works as a primary generalist teacher in Melbourne’s eastern suburbs and is also a qualified music teacher. She is passionate about understanding how to best support students’ well-being and engagement in school during the twenty-first century.

Megan Lowe

Megan Lowe is the Alumni Relations Manager in the Faculty of Education at Monash University. Her work focuses on supporting pre-service and early-career teachers during their transition into the teaching profession and beyond. She is passionate about exploring how early-career teachers can develop their sense of identity and belonging to the profession through storytelling. Megan tweets as @meganlowe120