The development of critical reflection manual for promoting critical reflection of UPSIs student teachers undergoing teacher clinical experience (IR)
This study aimed to develop a critical reflection manual (CRM) to promote critical reflection among student teachers in teacher clinical experience (TCE). To achieve this aim, various tools for reflection in TCE were explored; reflective components in each reflective tool that are required to promot...
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| Format: | thesis |
| Language: | eng |
| Published: |
2017
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=209 |
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| Summary: | This study aimed to develop a critical reflection manual (CRM) to promote critical reflection among student teachers in teacher clinical experience (TCE). To achieve this aim, various tools for reflection in TCE were explored; reflective components in each reflective tool that are required to promote critical reflection among student teachers in TCE were discovered; and the level of reflection among student teachers during TCE was analysed. During the process of developing and refining the CRM, validation forms were given to four student teachers and fourteen experts who are senior lecturers from the renowned teacher education institutions to determine the face and content validity of the CRM. Case study design was used in this study. Ten Bachelor of Education with honours in Teaching English as a Second Language (TESL) student teachers of Sultan Idris Education University who have undergone TCE were purposely selected as the research participants. Data was collected from the self-reflection notes in the daily lesson plan books, reflective journal writings, CRM, assessment rubrics and interview protocols. The student teachers level of reflection was analysed based on the categorisation of Van Manens levels of reflection. Overall, the data were analysed by using techniques of content analysis and document analysis. The research findings indicated that majority of TESL student teachers in current practice reflected only at the technical level. However, the level of reflection for the TESL student teachers, who were given exposure to the CRM has improved and demonstrated practical and critical reflection. The study suggested that the CRM was able to enhance level of reflection among student teachers to attain critical reflection during TCE. In conclusion, the implication of the study is CRM is able to promote critical reflection among student teachers in TCE and ultimately improve their self-confidence and competence in teaching. |
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