Student teachers’ level of reflection during teacher clinical experience: A case study in a Malaysian university
Keywords:
Level of reflection, student teachers, teacher clinical experience, practicumAbstract
This study investigated student teachers’ (ST) level of reflection during teacher clinical experience (TCE). It sought to analyse the level of reflection among STs from a Malaysian university in the current practice of reflective writing and after given exposure to the critical reflection manual (CRM) during TCE. This study used Van Manen’s (1977) three-stage model (technical, practical and critical) to determine the level of reflection based on STs’ self-reflection notes in their daily lesson plan books (for the current practice of reflective writing) and weekly reflective journal writings (for STs who were given exposure to the CRM). The participants consisted of seven STs who were undergoing TCE from February to June 2014 (for the current practice) and eleven STs who were undergoing TCE from July to October 2015 (for those given exposure to the CRM). Each participant’s level of reflection was analysed based on Van Manen’s (1977) categorisation of levels of reflection. Results of the analyses showed that STs were barely reflective, demonstrating very low level of reflection for the current practice of reflective writing while STs exhibited practical and critical levels of reflection after given exposure to the CRM. Interpretations of the results are presented and recommendations are discussed within the context of the study.
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References
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Schön, D. A. (1983). The reflective practitioner: how professionals think in action. New York: Basic Books.
Schön, D. A. (1987). Educating the reflective practitioner. San Francisco, CA: Kossey Bass.
Sparks-Langer, G. M., Simmons, J. M., Pasch, M., Colton, A., & Starko, A. (1990). Reflective pedagogical thinking: how can we promote it and measure it? Journal of Teacher Education, 41(4), 23-32.
Toh, W. S. (2001). Measuring practicum student teachers’ reflectivity: the reflective pedagogical thinking scale. Research Journal MPBL, 3, 18-27.
Van Manen, M. (1977). Linking ways of knowing and ways of being practical. Curriculum Inquiry, 6, 205-228.
Vaughan, J. C. (1990). Encouraging reflective practice in education. In Clift, Houston, & Pugach (Eds.), Encouraging reflective practice in education: an analysis of issues and programs. New York: Teachers College, Columbia University.
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Wong, Y. M., Rosnidar Mansor, & Syakirah Samsudin. (2016). The use of critical reflection manual in writing reflective journal: a case study of Malaysian student teachers’ perceptions. GEOGRAFIA OnlineTM Malaysian Journal of Society and Space, 12(1), 8-18.
Bain, J. D., Ballantyne, R., Packer, J., & Mills, C. (1999). Using journal writing to enhance student teachers’ reflectivity during field experience placements. Teachers and Teaching: Theory and Practice, 5(1), 51-73.
Boon, P. Y. (2002). Pelaksanaan kerja kursus berportfolio dalam kursus diploma perguruan Malaysia. (Unpublished doctoral dissertation). Universiti Kebangsaan Malaysia, Bangi, Malaysia.
Boon, P. Y., & Wee, K. L. (2005). Facilitating reflection in education studies: a case study among pre service student teachers. Journal IPBA, 3(2), 1-16.
Cohen, L., Manion, L., & Morrison, K. (2004). Research methods in education (5th ed.). New York: Routledge.
Copeland, W. D., Birmingham, C., La Cruz, E. D., & Lewin, B. (1993). The reflective practitioner in teaching: toward a research agenda. Teaching and Teacher Education, 9(4), 347-359.
Etscheidt, S., Curran, C. M., & Sawyer, C. M. (2012). Promoting reflection in teacher preparation programs: a multilevel model. Teacher Education and Special Education, 35(1), 7-26.
doi: 10.1177/0888406411420887
Hanipah Hussin. (2004). Learning to be reflective from theory to practices: Malaysia experiences. Tanjong Malim, Perak: Penerbit Universiti Pendidikan Sultan Idris.
Hatton, N., & Smith, D. (1995). Reflection in teacher education: towards definition and implementation. Teaching & Teacher Education, 11, 33-49.
Hoover, L. (1994). Reflective writing as a window on preservice teachers’ thought process. Teaching & Teacher Education, 10(1), 83-93.
Kennedy, J. (1993). Meeting the needs of teacher trainees on teaching practice. ELT Journal, 47(2), 157-165.
McGee, A. (2008). Critical Reflections of action research used for professional development in a Middle Eastern Gulf State. Educational Action Research, 16(2), 253-250.
Merriam, S. B. (2007). Qualitative research and case study applications in education: revised and expanded from case study research in education (Kindle ed.). San Francisco: Jossey-Bass Inc.
Munby, H., & Russell, T. (1989). Metaphor in the study of teachers’ professional knowledge. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Nagendralingan Ratnavadivel, Aminah Ayob, & Othman Lebar. (2014). Teacher internship: a critical reflection on the interface between policy and practice in Malaysian teacher education. In J. C. D. Mora & K. Wood (Eds.), Practical knowledge in teacher education: approaches to teacher internship programmes (pp. 19-30). London & New York: Routledge, Taylor and Francis Group.
National Institute of Education. (2010). A teacher education model for the 21st century (TE21): a report by the National Institute of Education (NIE), Singapore. Singapore: NIE, Strategic Planning and Corporate Services Department.
Nor Hasniza Ibrahim. (2006). Kajian pemikiran dan amalan refleksi di kalangan guru pelatih Sains Universiti Teknologi Malaysia. (Master’s thesis). Universiti Teknologi Malaysia, Skudai, Johor, Malaysia.
Saemah, R., Khartijah, B, & Arbain, M. (2000). Pemikiran refleksi di kalangan guru pelatih semasa menjalani praktikum. Jurnal Penyelidikan Maktab Perguruan Islam, 1, 1-9.
Schön, D. A. (1983). The reflective practitioner: how professionals think in action. New York: Basic Books.
Schön, D. A. (1987). Educating the reflective practitioner. San Francisco, CA: Kossey Bass.
Sparks-Langer, G. M., Simmons, J. M., Pasch, M., Colton, A., & Starko, A. (1990). Reflective pedagogical thinking: how can we promote it and measure it? Journal of Teacher Education, 41(4), 23-32.
Toh, W. S. (2001). Measuring practicum student teachers’ reflectivity: the reflective pedagogical thinking scale. Research Journal MPBL, 3, 18-27.
Van Manen, M. (1977). Linking ways of knowing and ways of being practical. Curriculum Inquiry, 6, 205-228.
Vaughan, J. C. (1990). Encouraging reflective practice in education. In Clift, Houston, & Pugach (Eds.), Encouraging reflective practice in education: an analysis of issues and programs. New York: Teachers College, Columbia University.
Wong, Y. M., Rosnidar Mansor, & Syakirah Samsudin. (2015). The challenge of producing progressive teachers in Malaysia: a case study of reflective writings among UPSI student teachers. GEOGRAFIA OnlineTM Malaysian Journal of Society and Space, 11(7), 21-32.
Wong, Y. M., Rosnidar Mansor, & Syakirah Samsudin. (2016). The use of critical reflection manual in writing reflective journal: a case study of Malaysian student teachers’ perceptions. GEOGRAFIA OnlineTM Malaysian Journal of Society and Space, 12(1), 8-18.
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Published
2016-12-05
How to Cite
Min, W. Y., Mansor, R., & Samsudin, S. (2016). Student teachers’ level of reflection during teacher clinical experience: A case study in a Malaysian university. Journal of Research, Policy & Practice of Teachers and Teacher Education, 6(2), 23–32. Retrieved from https://ejournal.upsi.edu.my/index.php/JRPPTTE/article/view/223
