Pre-Service Teachers' Reflection of Teaching and Learning
Reflective practice has been introduced in practicum for pre-service teachers for the purpose of evaluating teaching strengths and weaknesses. In many instances however, pre-service teachers did not reflect on their lessons and therefore, they were unable to seek alternative ways in improving the...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English English |
| Published: |
2003
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/9374/1/FPP_2003_14.pdf |
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| Summary: | Reflective practice has been introduced in practicum for pre-service teachers for the
purpose of evaluating teaching strengths and weaknesses. In many instances
however, pre-service teachers did not reflect on their lessons and therefore, they were
unable to seek alternative ways in improving their teaching. A few factors
contributed to the problem. Among them was a lack of guidance from either the
supervising lecturer or the cooperating teacher. Another reason was due to the lack of
explicit instructions as to how reflections should be written.
Using a qualitative case study, observations on pre-service teachers' classroom
teaching were carried out, semi-structured interviews were conducted and weekly and
daily reflections were analyzed.
Findings revealed that the pre-service teachers reflected on seven categories of
teaching knowledge. Six of the categories were to Shulman's (1987) categories of teaching knowledge and one was similar to Hanipah's (1999) 'Awareness of Self as
Teachers'. Another category "Working Principles in Teaching" emerged from the
data of this research.
This research in particular focused on reflection-on action in English Language
teaching. In future, more research should be conducted on reflection-on-action in the
teaching of subjects such as Mathematics and Science. In addition, reflection-in-action should be carried out to seek how pre-service teachers resolve
matters while teaching. |
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