The Depthness of Student Teachers’ Reflective Entries
DOI:
https://doi.org/10.37134/ajelp.vol10.1.3.2022Keywords:
reflective entries, depthness of reflection, writing, student teachers, reflectionAbstract
This study aims to examine the depth of the reflection written by the Teaching English as a Second Language (TESL) student teachers while undertaking a course in the TESL programme. This study employs a case study design in which the data were analysed qualitatively. The reflective entries of student teachers were collected, and the data were analysed using content analysis method. There were 32 student teachers in their sixth semester in a teacher education university in Malaysia who participated in the study. They were taking a pedagogical course that prepared them for their teaching practice. This study made use of the instrument reflective journal entries. The document analysis was used to analyse the data obtained from the student teachers’ reflective entries. The assessment of their written reflective entries made use of Kember et al.'s (2008) four-category protocol. The majority of the student teachers demonstrated that they achieved only the second level of the depthness of reflection, which is “understanding” followed by “reflection”, “non-reflective” and “critical reflection”. The findings of this study implicate the need to strengthen the reflective process and writing in the teaching and learning process and the student teacher’s professional development.
Downloads
References
Becker, K. L., & Renger, R. (2017). Suggested guidelines for writing reflective case narratives: structure and indicators. American Journal of Evaluation, 38(1), 138–150. https://doi.org/10.1177/1098214016664025
Boud, D., Keogh, R., & Walker, D. (Eds.). (2013). Reflection: turning experience into learning. routledge.
Brenda Hayman RN, M. N. (2012). Journaling: identification of challenges and reflection on strategies. Nurse Researcher (through 2013), 19(3), 27.
Brown, T., McCracken, M., & O'Kane, P. (2011). ‘Don't forget to write’: how reflective learning journals can help to facilitate, assess and evaluate training transfer. Human Resource Development International, 14(4), 465-481.
Butani, L., Bannister, S. L., Rubin, A., & Forbes, K. L. (2017). How educators conceptualize and teach reflective practice: a survey of north american pediatric medical educators. Academic Pediatrics, 17(3), 303–309. https://doi.org/10.1016/j.acap.2016.12.008
Carol Springer Sargent (2015) Evidence of reflective thinking across the curriculum: college experience versus individual courses, Higher Education Research & Development, 34:3, 624-640, DOI: 10.1080/07294360.2014.973375
Cattaneo, A. A. P., & Motta, E. (2021). “I reflect, therefore i am… a good professional”. on the relationship between reflection-on-action, reflection-in-action and professional performance in vocational education. Vocations and Learning, 14(2), 185–204. https://doi.org/10.1007/s12186-020-09259-9
Choy, S. C., Yim, J. S. C., & Tan, P. L. (2017). Reflective thinking among preservice teachers: A Malaysian perspective. Issues in Educational Research, 27(2), 234-251.
Dewey, J. (1938). Logic - the theory of inquiry. 1st ed. read books ltd.
Evens, M., Elen, J., Larmuseau, C., & Depaepe, F. (2018). Promoting the development of teacher professional knowledge: integrating content and pedagogy in teacher education. Teaching and Teacher Education, 75, 244–258. https://doi.org/10.1016/j.tate.2018.07.001
Fernandez, S. C., Chelliah, K. K., & Halim, L. (2015). A peek into oneself: reflective writing amongst undergraduate medical imaging students. Reflective Practice, 16(1), 109-122. doi:10.1080/14623943.2014.982524
Fletcher, T., Chróinín, D. N., O’Sullivan, M., & Beni, S. (2020). Pre-service teachers articulating their learning about meaningful physical education. European Physical Education Review, 26(4), 885-902.
Garza, R., & Smith, S. F. (2015). Pre-service teachers’ blog reflections: illuminating their growth and development. Cogent Education, 2(1), 1066550
Goh, P. C., & Blake, D. (2015). Teacher preparation in Malaysia: needed changes. Teaching In Higher Education, 20(5), 469-480. doi:10.1080/13562517.2015.1020780
Gorski, P. C., & Dalton, K. (2020). Striving for critical reflection in multicultural and social justice teacher education: introducing a typology of reflection approaches. Journal of Teacher Education, 71(3), 357–368. https://doi.org/10.1177/0022487119883545
Hargreaves, J. (2004). So how do you feel about that? assessing reflective practice. Nurse Education Today, 24(3), 196-201.
Hébert, C. (2015). Knowing and or experiencing: a critical examination of the reflective models of John Dewey and Donald Schön. Reflective Practice, 16(3), 361-371.
Katriina Maaranen & Katariina Stenberg (2017) Portraying reflection: the contents of student teachers’ reflection on personal practical theories and practicum experience. Reflective Practice, 18(5), 699-712, DOI: 10.1080/14623943.2017.1323729
Kember, D., McKay, J., Sinclair, K., & Wong, F. K. Y. (2008). A four‐category scheme for coding and assessing the level of reflection in written work. Assessment & Evaluation in Higher Education, 33(4), 369-379
Lew, M. D. N., & Schmidt, H. G. (2011). Self-reflection and academic performance: is there a relationship?. Advances in Health Sciences Education, 16(4), 529–545. http://doi.org/10.1007/s10459-011-9298-z
Lupinski, K., Jenkins, P., Beard, A., & Jones, L. (2012). Reflective practice in teacher education programs at a HBCU.
Miller-Kuhlmann, R., O’Sullivan, P. S., & Aronson, L. (2016). Essential steps in developing best practices to assess reflective skill: a comparison of two rubrics. Medical Teacher, 38(1), 75-81. doi:10.3109/0142159X.2015.1034662
Nambiar, R. M. K., & Thang, S. M. (2016). Examining Malaysian teachers’ online blogs for reflective practices: towards teacher professional development. Language and Education, 30(1), 43–57. https://doi.org/10.1080/09500782.2015.1071386
Nurfaidah, S., Lengkanawati, N. S., & Sukyadi, D. (2016). Indonesian journal of applied linguistics. Indonesian Journal of Applied Linguistics, 6(1), 135–144. http://ejournal.upi.edu/index.php/IJAL/article/view/2745/1878
Nyaupane, B. R. (2018). Reflective teaching practice by efl teachers bhoj raj nyaupane a research paper may, 2018.
Pauline Roberts, Dorit Maor, & Jan Herrington. (2016). Eportfolio-based learning environments: recommendations for effective scaffolding of reflective thinking in higher education. Journal of Educational Technology & Society, 19(4), 22-33. Retrieved from http://www.jstor.org/stable/jeductechsoci.19.4.22
Pawan, F., & Fan, W. (2014). sustaining expertise through collaborative/peer-mediated and individual reflections: the experiences of chinese english language teachers. Teacher Education Quarterly, 41(4), 71-88. Retrieved from http://www.jstor.org/stable/teaceducquar.41.4.71
Plack, M. M., Driscoll, M., Blissett, S., McKenna, R., & Plack, T. P. (2005). A method for assessing reflective journal writing. Journal of allied health, 34(4), 199-208.
Quigley, J. (2013). What is reflective writing?. McGraw-Hill/Open University Press.
Raja Harun, Raja & Jageer Singh, Amreet. (2015). Learning to teach through reflection on observations of ESL student teachers' recorded macro and micro teaching. International Journal of Learning in Higher Education. 22, 107-117. 10.18848/1447-9494/CGP/v22i04/48635.
Sharma, P. (2010). Enhancing student reflection using weblogs: lessons learned from two implementation studies. Reflective Practice, 11(2), 127-141.
Siraj, H. H., Salam, A., Hani, A. A., Chong, S. H., Saidatul, A. S., Faiz, M. K., & ... Nabishah, M. (2013). Self awareness and reflective skills in the promotion of personal and professional development of future medical professionals. Education In Medicine Journal, 5(4), e29-e33. doi:10.5959/eimj.v5i4.171
Simone Galea (2012). Reflecting reflective practice. Educational Philosophy and Theory, 44(3), 245-258, DOI: 10.1111/j.1469-5812.2010.00652.x
Schon D. 1983. The reflective practitioner: how professionals think in action. New York: Basic Books.
Schon D. 1987. Educating the reflective practitioner. San Francisco: Jossey-Bass.
Soifah, U., & Pratolo, B. W. (2020). Teachers’ belief, implementation, and challenges in portfolio assessment in writing. Journal of Critical Reviews, 7(9), 986–990. https://doi.org/10.31838/jcr.07.09.181
Stevenson, H., & Cain, K. (2013). Talking to paper doesn't work: factors that facilitate preservice teacher reflection. Teacher Education Quarterly, 40(2), 75-88. Retrieved from http://www.jstor.org/stable/43684741
Snyder, D. W. (2011). Preparing for teaching through reflection. Music Educators Journal, 97(3), 56-60.
Töman, U. (2017). Investıgatıon of reflectıve teachıng practıce effect on traınıng development skılls of the pre-servıce teachers. Journal of Education and Training Studies,5(6), 232. https://doi.org/10.11114/jets.v5i6.2348
Valdez, P. N., Navera, J. A., & Esteron, J. J. (2018). What is reflective teaching? lessons learned from ELT teachers from the philippines. Asia-Pacific Education Researcher, 27(2), 91–98. https://doi.org/10.1007/s40299-018-0368-3
Van Beveren, L., Roets, G., Buysse, A., & Rutten, K. (2018). We all reflect, but why? a systematic review of the purposes of reflection in higher education in social and behavioral sciences. Educational Research Review, 24, 1–9. https://doi.org/10.1016/j.edurev.2018.01.002
Valdmann, A., Holbrook, J., & Rannikmae, M. (2017). Determining the effectiveness of a design–based, continuous professional development programme for science teachers. Journal of Baltic Science Education, 16(4), 576-591
Wald, H. S., Borkan, J. M., Taylor, J. S., Anthony, D., & Reis, S. P. (2012). Fostering and evaluating reflective capacity in medical education: developing the reflect rubric for assessing reflective writing. Academic Medicine, 87(1),
Yanuarti, E., & Treagust, D. F. (2016). Reflective teaching practice. Continuing professional development, 4(3).
