This is my presentation of a small-scale study carried out on my students teachers' reflective practice process and how it had created an initial impact on their future role.

1. Action Research
By
Cheok Mei Lick
IPGK Perempuan Melayu
Melaka

2. An Action Research Project Report
Reflective Framework:
Implications to student
teachers’ future practice

3. Introduction
• It is often difficult for us to stand outside ourselves.
• Our own interpretive filters and perceptual
frameworks are the ones that determine how we
view our experiences.
• Our foundations of practice have been laid in our
autobiographies as learners.
• We fall back instinctively on memories and
experiences from our times as learners.

4. Problem Statement
• We normally teach the way we were taught and
they way we think we learn. As such, student
teachers can go through the whole motion of the
teacher education’s curriculum, yet when they
teach, they fall back to how it was when they were
students.
• According to Munby & Russell (1990) through
reflective practice, student teachers can reinterpret
and reframe their experiences from a different
perspective

5. Problem Statement
• I wanted to find ways to educate my
students to have sufficient knowledge
and skills to understand, analyse and
respond to teaching and learning issues
and problems.
• Schon & Zeichner (1996) says that
reflection brings understanding to the
complex nature of the classrooms

6. Research Focus
• How does the reflective
framework influence change in
student teachers’ teaching and
learning perceptions and implicate
their future role as a teacher?

7. Research Questions
 How does the reflective framework help my
students be aware of the factors that both
help and hinder them in their teaching and
learning process?
 How reflective process help change their
perception to what constitutes an optimal
teaching and learning process?

8. Research Objectives
• To identify factors that both help
and hinder students in their
teaching and learning process
• To initiate change in students’
teaching and learning perceptions
through the reflective framework

9. Key words
• Reflection
• Reflective practitioner
• Reflective framework
• Journaling
• Metaphor
• Implications

10. Literature Review: What is reflection?
• Valli (1997) says a reflective practitioner can look
back at events, make judgements about them and
alter their teaching behaviours in light of craft,
research and ethical knowledge.
• However, according to Zeichner & Liston (1996),
reflection also involves intuition, emotion and
passion.

11. Literature Review: What do we reflect on?
• Zeichner & Liston (1996) suggest we move beyond
asking simple questions about whether or not their
practice is working. They advocate understanding
how our practice is working and for whom.
• In this study, I have tried to capture a way of
scaffolding student teachers’ thinking through a
framework which will help them make sense of the
teaching and learning process.

12. Literature Review
• One of the main goals of a teacher education
curriculum is to produce teachers who have deep
understanding of teaching and learning. As
mentioned by Dewey 90 years ago, the process of
learning and teaching has to go together.
• Student teachers need to understand the dynamic
relationship of teaching and learning that changes
with different students and contexts (Hoban, 2000)

13. Literature Review
• These will provide insights into their future
classroom practices.
• However, this is where many teacher education
curriculum do not have. We promote a fragmented
view of knowledge and we expect our students to
make their own connections between the many
courses that they are taking.
• By studying and looking at their own classroom
experiences through reflection, as a future teacher
now, chances are they will rethink and reframe their
perceptions and interpretations

14. Action Research Model: Lewin’s (1946)
Planning
Reflecting Acting
Observing

15. Instrument: Journal
Influences Positive/Enhancing Negative/Inhibiting Jane’s
Factors Factors comments
1. Personal
[me-student]
2. Teaching
[you – lecturer]
3. Friends
4. Situation

16. Subjects in the Study
• Student teachers are from the first-semester of a
foundation teaching degree course.
• They have at least 2 years teaching experience as
contract teachers in primary schools.
• There are only 8 of them involved in this study as 1
was on maternity leave during the semester.

17. Hoban’s Reflective Framework: Adaptation
• brainstorming
Awareness • discussion
• explicate modelling [think aloud]
• examples
Analyse • study factors that either enhance/inhibit their learning
Synthesis • identify key factors for all the 4 factors
• deepening of reflection
• identify a metaphor to show the relationship between the 4 factors
Theorising • small theories 't' formed
• new knowledge into existing ones
Action • stimulate reframing
• new actions taken

18. Findings
• Data collected from students:-
– weekly journals
– metaphors
Implications to future practice

19. Data Analysis: Burnard’s (1991)
Stage Description
1
Read all data; weekly journals, metaphors and final week journals
2
Re-read the data and make notes throughout the reading, generate general
themes. Immersed in the data.
3
Re-read the data and identify specific headings and categories. Open-coding.
Generate categories.
4
Sort out the categories into precise groups. Collapse some of the similar
categories into broad categories.
5
Re-sort categories, similar headings are grouped to form a final list and remove
extraneous categories.
6
A colleaque was invited to blindly validate my findings. Categories were discussed
and adjusted as necessary.
7
Journals and categories were examined identifying the data relating to each
category.
8
Data linked to category headings. Numbers are used to distinguish between
findings in the journals and categories.

20. Sample of a Collated Journals
Influences Positive/Enhancing factors Negative/Inhibiting factors
1. Personal factors try to understand in detail exhausted
do more practice lazy to revise & complete
motivate myself homework
2. Teaching factors gave meaningful advice none
elaborated with examples
inspires
3. Peer factors cooperative & helpful none
not selfish
4. Situational factors none nervous as today we have a
test

21. Metaphor

22. Metaphor

23. Metaphor

24. Metaphor

25. Metaphor

26. Metaphor

27. Findings: Implications to Future Practice
Table 1: Summary of Journals
Analysis of Data from Students.docx

28. Findings: Implications to Future Practice
Aspects Involved:- Percentage
Reflection 88 %
Pedagogical 75 %
Teacher qualities 75 %
Knowledgeable 63 %
Motivation 50 %
Students’ needs 38 %
Support 38 %
Role Model 25 %
Environment 25 %
Past weaknesses 25 %
Relationship 25 %
Classroom management 13 %
Religion 13 %

29. Findings: Implications to Future Practice
Percentage
100%
90%
80%
70%
60%
50%
40% Percentage
30%
20%
10%
0%
reflection pedagogy teacher knowledge motivation
qualities

30. Discussion
• Students draw implications for their future role
from their insights of their teaching and learning
process.
• 7 out of the 8 students felt that reflection is
important as the whole process of reflecting has
made them looked into their practices; understand
and rationalise them.
• After going through a thorough process of
reflection, it has influenced them to consciously and
deliberately think about their teaching.

31. Discussion
• Teacher qualities like being
hardworking, considerate and pleasant are some of
the traits that students felt were important
• Pedagogical and content knowledge are the next 2
most raised aspects in the students’ journal. Most
felt that an effective teacher will be well-versed in
these 2 aspects of teaching.
• Motivation was also raised by most of them. They
felt being able to motivate will enable their
students to try to perform to their best ability.

32. Discussion
• I felt these 5 aspects as shown in the graph were
the ones these students wanted most from me
when I was teaching them. They wanted so much to
improve their grammar knowledge especially and
this cannot be achieved if I am not equipped with
sufficient content knowledge.
• I always have words of encouragement or video
clips’ to motivate and encouraged them in each and
every class. As they found them useful, they too
want to do this with their students.

33. Implications
• Students would not have made time to make the
link between how they learn and how they were
taught and to how other factors influenced their
teaching and learning process.
• The introspection has made more impact by asking
them to then reflect on how this will implicate their
future roles.
• This framework has provided the link to bridge the
gap between these student teachers’ classroom
experiences and their future roles.

34. Implications
• To answer the research focus of this study,
yes students gain an understanding of the
complexity of classroom learning which links
personal, social and situational influences. Through
this framework, the 8 students involved know that an
optimal learning environment in a classroom requires
a combination of factors. They now have the mental
model on how to establish this environment.

35. Implications
• Reflection when executed with guidance will reap
beneficial, long-lasting effects on our student
teachers.
• Implications form this process, have not just
benefitted my students, but I have also gained
tremendously from this reflective practice.
Students’ comments have either confirmed or
challenged my underlying assumptions with regard
to my practices. As such, I was able to make the
necessary changes and align my teaching to suit my
students’ learning.

36. Russell (2005)
Reflective practice
can and should
be taught –
explicitly, directly,

37. Quotation from a student in Freese (1999)
To constantly be moving forward
becoming a better teacher, and
not staying stagnant, you have to
reflect. I don’t think a lot of
teachers do it nowadays. And I
think they’re kind of just going
along. The ones who are really
dynamic are the ones who are

38. Thank you