Teacher Reflection Research Articles

Evaluasi Pembelajaran pada Keterampilan Menulis di Kelas Tinggi

Writing skills are one of the main competencies that must be mastered by students in the upper grades of elementary school. This article discusses the evaluation of writing skills learning in elementary school classes. The purpose of this research is to explore the role of formative and summative evaluations, as well as authentic evaluations in improving students' writing abilities. The literature study method was used to collect information related to writing learning evaluation. The subjects of this research were elementary school students, with research objects including aspects such as sentence structure, vocabulary, and organization of ideas in writing. The research results show that evaluation of writing learning has an important role in improving students' writing skills. Evaluation helps in measuring student progress, provides appropriate feedback, supports instructional planning, and encourages reflection for both teachers and students. The implication of this research is the importance of carrying out systematic evaluations by educators in order to create a quality learning environment, especially in terms of improving students' writing skills in the upper grades of elementary school. Thus, this article provides valuable insight for educational practitioners in improving writing learning evaluation methods that are effective and have a positive impact on student development.

A Gawp into Exploring Participatory Action Research in conjunction with Reciprocal Teaching to Enhance Students' Ability to Solve word Linear Programming Problems in Zambia: A Hermeneutic Approach

The study used a hermeneutic design and had a qualitative nature. The data was then subjected to a thematic analysis. The goal was to improve and elevate Zambian students' aptitude for solving linear programming problems. If all activities involved are monitored, students' ability to solve linear programming problems can be improved through the exploration of participatory action research and reciprocal teaching. The use of the approach can have an impact on how well students succeed when working together to solve linear programming word problems. In class, teachers observed their pupils at work, but during their combined sessions, they discuss the issues they were having as well as any misunderstandings that periodically surfaced. The findings showed that when students collaborate, their performance on linear programming assignments can increase dramatically. The benefits of cooperation are illustrated by the teacher reflections' participatory action research. According to the study, participatory action research is a useful teaching approach in educational contexts. The study found that using reciprocal teaching in secondary schools can increase students' proficiency with solving linear programming problems, which will improve student performance and lessen the workload for both teachers and students.

Sustaining the ethos of togetherness in multicultural schools in Denmark: student teachers’ reflections and experiences

ABSTRACT In the Danish educational context, the concept of togetherness [Danish: fællesskab] occupies a unique position. It extends beyond mere fellowship, encompassing a profound sense of community and a common spirit. Utilising a twofold theoretical framework underpinned by critical multiculturalism and complemented by scholarship on the concept of togetherness, this paper explores the experiences and reflections of Danish student teachers concerning the notion of togetherness in the context of multicultural schooling. The data were derived from fourteen individual interviews with Danish student teachers who were in the final year of their educational journey through teacher education at the time of the study. The findings indicate that, on the one hand, the participants attached importance to establishing and sustaining the ethos of togetherness in their future classrooms, whilst on the other, they reported a deficiency in the practical knowledge required to actualise togetherness in contemporary multicultural educational settings.

The Barriers Enactment Quizizz Apps in EFL Classroom

The aim of this research is to determine teachers' challenges when learning English using technology in the classroom. The data for this study is drawn from the reflections of English teachers who have taught in secondary schools, as well as being private teachers for 2-3 years. The research was conducted using a qualitative phenomenological design. Participants in this research were three professional teachers in Cirebon. The findings show the complexities faced by English teachers in integrating educational apps, e.g., quizizz, into their teaching strategies, emphasizing the need for relevant learning methods tailored to student comfort.

Meningkatkan Motivasi Belajar Peserta Didik Melalui Model Pembelajaran Problem Based Learning Berbantuan Multimedia Interaktif

The objectives of this research are to describe the implementation of the Problem-Based Learning (PBL) model assisted by interactive multimedia media at Sekolah Dasar Negeri 69 Balang-balang and to enhance students' learning motivation through the implementation of the Problem-Based Learning (PBL) model assisted by interactive multimedia media at Sekolah Dasar Negeri 69 Balang-balang. The research method used is action research by adopting the STAR approach (Situation, Challenge, Action, Result Reflection, and Impact). Data were collected through teacher reflection journals, video recordings of lessons, observation sheets by school supervisors, interviews with students and teachers, surveys of students, and student learning artifacts. The results of this research indicate that this innovative approach has a significant positive impact on students' learning motivation in elementary school. Some key findings that can be drawn as the main conclusions include: 1) increased student engagement; 2) interactive multimedia can be an effective tool to facilitate concept understanding; 3) improving technology infrastructure is key to ensuring smooth implementation and seamless learning experiences; 4) students find learning with multimedia more enjoyable and engaging; 5) increased student motivation and participation through the PBL model assisted by interactive multimedia successfully stimulated students' learning motivation; 6) the indicators of successful implementation are met.

Academic English course for the health sciences: evolution towards a flipped classroom

The transition from university face-to-face teaching to blended learning can be challenging. This educational design research study investigated the optimal design for a blended and flipped learning approach to a scientific English course and the impact on student motivation and learning of incorporating pedagogical principles from adult and work-based learning. Using student feedback and teacher reflections, we evaluated three iterative cycles of development from trialling of e-modules in a face-to-face course, to a fully online course, to a blended learning approach with a flipped classroom. We found that student participants were increasingly satisfied over time and conclude that the final course design is the optimal approach for our context. Integrating principles of direct interest from adult learning and involvement of current work supported participant motivation, while self-paced e-modules allowed direct application of new knowledge. Coherence between pre-class, in-class, and post-class activities in the flipped classroom helped ensure relevant learning activities.

Pre-service Teachers Reflections on Their Ability to Conduct Authentic Dialogue in Preschool after Training Program Participation

Educators that undergo training in diverse pedagogical approaches enhance their instructional abilities, enabling them to form quality interactions with children and foster an overall positive classroom atmosphere (Hoy, et al., 2006). Training programs should carefully consider, acknowledge and respect teacher's prior beliefs regarding their role, while addressing any apprehensions they may have during their student teaching experience. Pre-service teachers are at a unique juncture in their professional development. Simultaneously, they are students with limited abilities but yet must meet high levels of performance as teachers (Fives, et al., 2007). The authentic dialogue training program's main goal was to enable students to be autonomous thinkers and doers while engaging in open dialogues with preschoolers. Deci and Ryan (2002) state that a learning environment that is autonomous and supportive rather than controlling, motivates teachers to integrate and implement new knowledge into their professional practices. The knowledge they required in the authentic dialogue training program was taught through practical interactive seminars, this boosted their sense of self-confidence and enhanced their ability to implement the techniques learned into their dialogues with preschoolers. The assumption was that this approach would empower the pre-service teachers to enable the child to lead the dialogue based on their personal interests. This may be achieved through active listening and shifting away from a teacher-led dialogue (Alexander, 2018).

Analisis Pelaksanaan Program Guru Penggerak Pada Pembelajaran Berdiferensiasi Dalam Mewujudkan Mutu Pendidikan Di SMP Negeri 5 Kebumen

This study aims to analyze planning, organizing, implementing, monitoring, and evaluating, as well as the effectiveness of Program Guru Penggerak on differentiated learning in improving the quality of education. This type of research uses a qualitative approach method. The research was conducted at SMP Negeri 5 Kebumen, Kebumen District, and Kebumen Regency. Data collection techniques include interviews, observation, and document studies. Data analysis techniques through the stages of data collection, data reduction, data presentation, and data verification. The results of this study indicate that: 1) Planning, organizing, implementing, monitoring, and evaluating the Program Guru Penggerak in differentiated learning is based on the competency of the mobilizing teacher in leading learning that is pro-student in the good category; (2) The teacher-driven program on differentiated learning is effective in realizing the quality of education, which is marked by increased student learning outcomes; the results of supervision of learning by the school principal are in the "good" category; and the results of teacher reflection on learning are in the "good" category.

Incidence of teacher reflection on the teacher's understanding of diversity and its role in the transition to inclusive education

AbstractThis research focuses on including people with disabilities in higher education. It proposes that reflective teaching is a tool to move from an integrative to an inclusive approach. Using a qualitative methodology, it analyzes teachers' positions on integration and inclusion, using focus groups to collect information. The results show that most teachers are close to the integration approach, although they recognize difficulties in implementing inclusion. Academics highlight the importance of curricular adaptation, flexible methodology and universal learning design to enable the participation of students with disabilities in higher education. The analyses also highlight the constant need for teachers to adapt, which generates additional pressure, especially for those who adhere to an inclusive approach. Teachers should base their reflection on the emotional and rational components of teaching, which play a crucial role in balancing the individual and objective freedoms of teachers and students, thus ensuring a fair and equitable educational environment for all.

Future teachers’ reflections on mathematical errors made in their teaching practice

This study answers the following research questions: 1) What types of mathematical errors do future teachers identify when they reflect on their practice? and 2) Which levels of development of the didactic suitability assessment competence for the “errors” component can be inferred when they reflect on their practice? To answer these questions, we explain the Didactic Suitability Criteria construct and describe the associated training cycle structure in the theoretical and methodological framework sections. We followed a qualitative research methodology that mainly consists of thematic analysis. The study conducted allows finding inductive categories of types of mathematical errors, such as error in the task instructions, error of proposition, procedural error, error in the representation, error in the definition and error in the argument. It also enables establishing levels of development of the didactic suitability assessment competence of future teachers for the “errors” component. The main conclusion of this research is the importance of the context to decide what a mathematical error is. The need to further examine the notion of mathematical error in the training of future mathematics teachers is also stressed. Another conclusion is the development of a rubric that allows for more accurate and deeper reflections of future teachers on the errors made.

How does online training with reflection tasks affect the depth of reflection of preservice teachers in China?

ABSTRACT While lengthy teacher training programs with reflection were beneficial for promoting teachers’ teaching performance and perception of teaching, it is still unclear whether a short online training program can promote preservice teachers’ in-depth thinking of their learning and teaching. This study focused on the instructional design of a short self-access online training program with different reflection tasks to stimulate preservice primary and secondary teachers’ depth of reflection in China. A qualitative research method was conducted to analyse the reflective logs of 94 preservice teachers. The results showed that developing preservice teachers’ depth of reflection during initial teacher education is essential for their professional growth. The results suggested that an online teacher training program with reflection tasks could effectively reinforce preservice teachers’ reflective depth by promoting deeper pedagogical knowledge and a stronger professional identity.

EFL Teachers’ Responses to Crisis: Investigating Pedagogical Adaptations, Trauma-Sensitive Practices, and Teacher Identity after Earthquake

Two major earthquakes, measuring 7.8 and 7.5 on the Richter scale, occurred within a ninehour period in Türkiye’s southern region on February 6, 2023. These earthquakes affected 11 provinces, including various aspects of life such as education. Consequently, the Higher Education Council (YOK) in Türkiye postponed the commencement date of the spring term in all higher education institutions until further notice. To support the affected universities, YOK paired eight universities from the impacted areas with eight other universities to collaborate in commencing and conducting educational practices. This study aimed to investigate how Amy, a senior English lecturer at one of these host universities, negotiated her teacher identity while supporting an earthquake-affected university. The participant was selected through the purposeful sampling method. Data were collected through semi-structured interviews and written teacher reflections to gain a better understanding of identity negotiations during times of uncertainty. The content analysis method was used to analyze the data. The results of this qualitative case study suggest that English as a Foreign Language (EFL) teachers negotiate their identities in response to challenging crises. One of the significant findings of this study is that EFL teachers need to learn how to manage trauma-sensitive classrooms by employing strategic adaptations to minimize the impact of crises.

Using Video to Support Teacher Reflection and Development in ELT (Book Review)

Videos have been a popular tool for language learners and teachers in the classroom for several decades now. The positive effects of using videos in the language classroom make intuitive sense, as learners are provided with the rich multimodal input that they cannot otherwise obtain from texts or audio-only listening. For example, videos that feature nonverbal behaviors, such as facial expressions and gestures, can enhance the comprehension of video content (Sueyoshi & Hardison, 2005). Other visual aids that are present in videos in the form of graphic (Suvorov, 2015) and textual resources (Gass et al., 2019) promote comprehension of verbal information and facilitate vocabulary learning. All in all, videos feature a wide range of semiotic resources that enhance communication in all contexts, not just the language classroom. Highlighting these benefits and pedagogical potentials, the recently published book Using Video to Support Teacher Reflection and Development in ELT by Laura Baecher, Steve Mann, Cecilia Nobre serves as an excellent example of how the use of video and its tools can facilitate reflective teaching, establish communities of practice, and enhance classroom instruction. The book contains a preface, introduction, and eight chapters, which are organically connected to each other and introduce relevant themes. [First paragraph of review]

Application Approach Differentiate For Increase Creativity Student History Learning Class X IKM

Based on results reflections of teachers who have done in class X IKM 8 SMA Negeri 1 Medan was found that study This aim For know application approach differentiate in an effort to improve creativity students' History learning class X IKM SMA Negeri 1 Medan. Background in study This is Because lack of creativity student in lesson history like not enough creative Good in ask nor answer, not enough own flexible and flexible traits, also rare give unique and interesting answer. Study This use approach quantitative with steps Classroom action research. Subject in study This is class X IKM 8 consisting of from 29 students. Deep data collection techniques study This is observation teacher activity, observation activity students, and tests question creativity students learn History. Whereas technique analysis the data that is use formula percentage and average. Based on results research that has been carried out, data obtained that application approach differentiate can increase creativity student History learning. This matter is known through analysis results sheet observation cycle I and cycle II which shows exists difference significant in carry out learning in cycle I achieved teacher activities value 68.75% and activity student reached 62.25% with results test reach score 72 and third mark the no reach threshold indicator success in study This ie value 75. In cycle II value activities teachers experience increase until reached 96% and activity student by 94% with results test creativity students' History learning by 97 and third mark the is mark on provision indicator success i.e. 75, then seen that exposure approach differentiate can increase creativity students' History learning class X IKM 8 SMA Negeri 1 Medan

Gamification in EFL: Exploring the Use of Gamification Strategies to Enhance Student Motivation and Engagement

Many students experience a lack of motivation and engagement in learning due to the monotonous learning system. Therefore, many teachers apply gamification strategies to increase student motivation and engagement in learning. This study investigates the integration of gamification strategies within English as a Foreign Language (EFL) instruction to amplify student motivation and engagement. Gamification, a methodology applying gaming elements in a non-game context, serves as a focal point to enhance learning participation and motivation. In the realm of EFL education, student motivation and engagement often pose significant challenges. Through qualitative methodology involving classroom observations, questionnaires, student interviews, and teacher reflections, this research assesses the impact of implementing game elements like point-based assessments, competitive dynamics, challenges, and rewards on student motivation and engagement in learning English. The findings underscore a notable surge in student motivation attributed to the incorporation of game elements, fostering a more enjoyable and competitive learning environment that encourages active student participation. This research contributes vital insight for educators, highlighting the efficacy of gamification as a tool to heighten motivation and engagement in EFL education. It emphasizes the need for judicious integration of relevant gaming elements in pedagogical design to craft more immersive and meaningful learning experiences for students studying English as a Foreign Language.

The Relationship between Teacher Reflective Practice and Students Engagement in the Public Elementary School

This study aimed to investigate the relationship between Teacher Reflective Practice and Student Engagement in Public Elementary Schools. Utilizing a descriptive-correlation approach, the study evaluated the extent of Teacher Reflective Practice across indicators such as Self-Awareness, Critical Analysis of Teaching Experiences, Openness to Feedback, Adaptability and Experimentation, and Collaborative Reflection. Similarly, the extent of Student Engagement was assessed in terms of Behavioral, Emotional, and Cognitive Engagement. Through the application of Pearson Product Moment Correlation, a significant Very High Relationship (R: 0.802, p<0.05) was found between Teachers' Reflective Practice and Students' Engagement, implying that 64.3 percent of the changes in Students' Engagement could be attributed to Teachers' Reflective Engagement. Moreover, specific indicators of Teachers' Reflective Practice were identified to significantly influence Students' Engagement. The highest level of engagement was found in Adaptability and Experimentation for Teachers' Reflective Practice and Behavioral Engagement for Students' Engagement, with areas for enhancement in other dimensions. The results underscore the vital role that reflective teaching plays in enhancing student engagement and provide key insights for educators, school administrators, policymakers, and future researchers.

Bridging Theory and Practice: Using Goal Systems to Spark Professional Dialogue and Develop Personal Theories

School-based mentors play a key role in the learning processes of student teachers. Ideally, they facilitate student teachers to scrutinize their approaches and underlying assumptions, and link these to theoretical notions. In this study we investigated how three mentors used a goal-system representation (GSR) tool in their mentoring conversations. The GSR tool is essentially a visual reflection of the student teacher’s personal theory regarding classroom practice. It was developed at our teacher training institute to help our students see the personal relevance of research literature and theory and apply it to their lesson plans, to bridge the gap between educational theory, their vision of good teaching and their educational practice. In three explorative case studies, we show how mentors use the GSR tool and to what extent they support three levels of personal theory development: sharing, investigating and transforming. In all cases, student teachers could relate their practices to theoretical notions, giving access to their mentors for further questioning of their sense-making of the situation. Mentors successfully use these opportunities for personal theory development in various ways. We conclude that the GSR tool functions as a boundary object between theory and practice and between institute-based and school-based teacher education.

Tutoria invertida no ensino superior: Satisfação dos alunos em experiência de inovação educacional

Introduction. University tutoring rarely includes innovative contributions that lead to new procedures to generate interest and have an impact on the university community. Objective. This paper analyzes student satisfaction with the experience of educational innovation based on flipped tutoring, focusing on the difference between initial expectations and final perception. Method. The research was based on a quantitative methodological approach and a non-experimental, descriptive, and longitudinal design. The participants in the study, 164 students from an Early Childhood Education, Primary Education, and Pedagogy degree, answered a valid and reliable questionnaire designed ad hoc. Results. The results showed student satisfaction with the employ of the tutoring method and the Kahoot platform. On the contrary, the students expressed dissatisfaction with the use of virtual forums. Conclusions. These digital tools offer pedagogical alternatives that facilitate the work of the tutor. Kahoot is perceived as a success in detecting training needs, while virtual forums require teacher reflection for their incorporation into flipped tutoring processes.

Teacher reflection as a research method: using phenomenology to reflect on classroom events

ABSTRACT Arguing that teacher reflection on events as a research method is necessary for naming unrecognized values and moral responsibility that have informed current practice, I apply phenomenological reflection to an event with a child from my own classroom experience, recorded through autoethnographic writing, to show how the significance of this revealed itself in its latency, bringing into nearness the originary and eidetic insights of this lived pedagogical encounter. I do this utilizing two insight cultivators – ‘essential a posteriori’ (the ‘too late’), and responsive contact. This type of autobiographical reflection is important for teachers because what is remembered, while often present in the form of fragmentary and unconnected scenes, informs educators in terms of who they are now, that is, who they have become.

TEACHERS' READINESS FOR BLENDED LEARNING, THEIR REASONS, CHALLENGES, AND SUGGESTIONS FOR PRACTISING BLENDED LEARNING

This study aims to understand the experiences of Turkish teachers in blended learning, the challenges they encountered, and their recommendations in this regard. The authors adapted the Blended Teaching Readiness Instrument (BTRI) (Archibald et al., 2021) to Turkish. Secondly, the reasons, challenges, and suggestions of teachers regarding blended learning were investigated. A total of 325 Turkish teachers were selected as the participant group in this survey. A criterion purposeful sampling method was used in the data collection process. The statistical analysis led to the conclusion that the BTRI, which was translated into Turkish, is a valid and reliable tool for measuring teachers’ levels of readiness for blended learning in Turkiye and it can also be used to gauge the readiness of teachers. ort he qualitative aspect, inductive content analysis was used for analyzing open-ended questions of the instrument. The study both served as a reflection of Turkish teachers’ positive and negative experiences regarding blended learning practices and a scale adaptation study for measuring the blended teaching readiness of Turkish teachers. It is considered that the results can help both pre-service and in-service teachers to be sensitive toward their blended teaching competencies. This study also has the potential for informing teacher education departments to equip prospective teachers with required disciplinary knowledge along with digital competencies.