Reflective Teaching Research Articles

Arabic Teachers: Professional Competence and Reflective Teaching

This article discusses the professional competence of Arabic language teachers in several schools in the Central Kalimantan region which have not been met according to the standards set by the Regulation of the Minister of National Education of the Republic of Indonesia Number 16 of 2007 concerning Academic Qualification Standards and Teacher Competency. Research using qualitative method. Through the results of the research, three Arabic teachers were found with inappropriate educational backgrounds. However, in the learning reflection process, the three Arabic teachers carried out various reflection activities, such as learning evaluation, classroom action research, self-study, self-observation, and student responses, attending training, implementing innovations, recording the learning process, analyzing needs. students, and address the needs of students by needs analysis. From the results of this study, the researcher recommends that Arabic teachers reflect regularly to improve the quality of learning and meet established professional competency standards.

Introducing Reflective Teaching Practice in Remote School: Teacher-Student Interaction Patterns

This study aimed to analyze classroom interactions in the reflective teaching practice based on learning objectives and types of interactions, types of student questions and answers, and gender and student achievement. Teacher-student interactions, particularly in reflective learning, have been discussed in depth in urban schools. However, few studies reported the interactions between teachers and students in remote areas. The data collected for this cross-sectional study are part of a broader longitudinal research project. The participants comprised 46 students and 4 teachers from 3 remote schools representing 3 districts in Indonesia. The results showed that most of the teacher-student interactions in reflective teaching practice contained feedback that focused on students' correct and incorrect answers yet rarely discussed how students got answers. Teacher reflection was evaluative by discussing matters related to learning objectives. While reflections have not yet been related to the teacher’s method. This study also reported that gender and achievement did not affect the reflective teaching practice.

Reflective Teaching Journals as an Effective Embedded Formative Assessment Process of Teaching Skill Development Confidence in a Longitudinal Medical Student-as-Teacher Elective.

This study focuses on the use of reflective teaching journals by fourth year US allopathic medical school students (MS4) during a longitudinal medical student-as-teacher (SaT) elective, and how MS4s self-assess their perceptions around teacher skill development and individual transitions into resident educators who teach junior learners. Between September 2020 and December 2020, twelve MS4s in a longitudinal SaT elective completed 21hours in a clinical bedside student teaching placement with embedded structured reflective teaching journals. Sixty-nine individual reflective teaching journal entries were collected in two distinct stages and analyzed using a phenomenographical lens. From these data, the author established three thematic categories where reflective teaching journals reveal (a) a framework for pedagogical skill building, (b) provided a sense-making tool to navigate the psychosocial environment, and (c) a framework for educator identity formation. Structured reflective teaching journals with educator feedback support self-reflection and awareness of growth through the SaT elective. Health professions educators can leverage the reflective teaching journal as a formative assessment process to help learners identify transitions and grapple with educator identity confidence and the formation of new teacher skill development to further advance the field of future health professions education.

Reflective Teaching Impact Upon Pre-Service English Teachers’ Professional Development: A Systematic Review

This systematic review aims to document, analyze and synthesize the latest research related to reflective teaching and professional development in pre-service English teachers. The reasoning behind this review is to substantiate that acquiring a reflective teaching practice can be the best alternative for novice teachers to open their minds, renovate their teaching methodologies and knowledge, and adapt their teaching practice to be able to become outstanding language educators. Thirteen articles have been systematically reviewed following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline and five exploration issues emerged: (a) the relation between reflective teaching and professional development, (b) reflective teaching benefits, (c) the efficacy of reflective teaching, (d) the continuity of reflective teaching and (e) reflective teaching strategies. The obtained results show different advantageous benefits such as learning from peers by sharing similar experiences, structure and restructure of new teaching knowledge, and the development of continuous resilience to deal with and overcome difficulties in the professional practice. This review suggests that future research should concentrate on programs addressing the importance of being reflective by introducing the topic before teaching practicum which is key for faster integrated professional development.

Empowering Rural Science Teachers as Reflective and Action-Oriented Practitioners

Teachers are aware of the presence, nature, and extent of classroom problem that they experience in daily teaching but they are not empowered enough to solve them as they aim to address learning losses. Thus, this paper described the profile of rural secondary science teachers; identified their problems encountered in daily teaching; and formulated policy recommendations that could empower them to be a reflective and action-oriented practitioner. Using qualitative case research design, eleven science teachers were purposively chosen as informants and data gathered were analyzed thematically. Three of them specializes in Biology, General Science, and Physics while the other two specializes in Chemistry; four of them were teaching Science in two or more grade levels; majority of science teachers were females; are Teachers I; and teaching experience of 0-5 years. Their problems meet was students’ poor performance, unfavorable behavior in class and teachers’ perceived difficulty. With these findings, the researcher recommends empowering teachers by developing their skills as reflective teachers and as classroom action researchers which could be strengthen by involving them in planning and designing professional development program, extending its implementation and evaluation in classrooms and by being part of a collaborative learning community.

Exploring Reflective Teaching Practice of Indonesian EFL Teachers: A Case Study of Pre-Service Teachers’ Reflection in EFL Class

This research aimed at descriptively investigating pre-service teachers’ reflective teaching practices. The contents regarding analysis of the elements of reflection referred to the notion of reflective teaching proposed by Loughran (2006;1996). Four participants of EFL pre-service teachers doing teaching practice in two state secondary schools were involved in this study. Employing a case study design, data were collected through the participants’ reflective teaching journals and semi-structured interviews and were analyzed through inductive thematic analysis. The overall findings indicated that all elements of reflection were identified in the pre-service teachers’ reflective teaching journals although those elements did not emerge in sequence. Furthermore, the results showed that the issues that arose during teaching practice were related to learning management, knowledge management, classroom management, and language management. It is hoped that this study gives insight into the current debate concerning the rise of reflective teaching practice related to individual reflection during teaching practice and brings betterment in teacher education.

Examining English Language Instructors’ Practice of Reflective Teaching Components in Ethiopia

Reflective teaching, which has attracted attention globally as an integral component of teacher pedagogy, is still a difficult concept to understand. Probably, because it is attainable only when the practitioners are committed to practice it, seeing it as the best opportunity for their professional development through critical thinking about their teaching. The aim of this study is to examine the opportunities for English language instructors to engage in the practice of reflective teaching. Adopting convergent descriptive case study method, the study was conducted utilizing both qualitative and quantitative data sources. The quantitative data were collected through the administraton of a questionnaire. It was adopted from a Reflective English Language Teaching Inventory developed by Akbari et al for forty-one English language instructors taken through comprehensive sampling in Ethiopia from Wachemo University. The qualitative data was collected using interviews and reflective journal writing from four instructors taken through convenience sampling among the surveyed instructors on the basis of their willingness to participate. The interview data was transcribed and analyzed applying various stages of coding, employing software called Open Code 4. The journal entry data was analyzed using content analysis method. The quantitative data was analyzed using descriptive statistics applying SPSS version 24. The results revealed that the instructors engaged in the cognitive, practical, affective and meta-cognitive reflections to a greater extent. The findings of the study further demonstrated that although the instructors are relatively good at practicing the four domains of reflection, they rarely engage in critical reflective construct.

Structural equation modeling for associated factors with patient safety behaviors among nursing interns: A cross-sectional study based on the capability opportunity motivation-behavior model

BackgroundNursing interns are one of the most crucial providers of nursing services. Their safety behaviors are closely associated with adverse events. Therefore, it is vital to explore the factors influencing nursing intern safety behavior to improve patient safety. ObjectiveTo evaluate patient safety behavior among nursing interns and explore latent influencing mechanisms based on the capability opportunity motivation-behavior (COMB) model. DesignA cross-sectional study Settings and participantsThe participants were 422 nursing interns recruited through convenience sampling from a comprehensive teaching hospital. MethodsData on general information, nursing interns' patient safety behavior, metacognitive ability, clinical internship environment, and moral sensitivity were collected. Nursing interns' patient safety behavior was described with means and standard deviations. The independent sample t-test, ANOVA, Pearson's correlation, and SEM were used to determine contributing factors to nursing interns' patient safety behavior. ResultsThe mean total score for patient safety behavior was 53.08 ± 6.22. The results indicated that metacognitive ability not only directly affects the patient safety behavior of nursing interns (β = 0.554, P < 0.001, 95 % CI = [0.446, 0.637]) but indirectly affects interns' safety behavior through professional identity (β = 0.009, P = 0.031, 95 % CI = [0.001, 0.019]). The clinical internship environment also has both direct (β = 0.258, P = 0.001, 95 % CI = [0.166, 0.349]) and indirect (β = 0.007, P = 0.029, 95 % CI = [0.001, 0.015]) effects on the patient safety behavior of nursing interns. ConclusionThere are some specific areas where nursing interns' safety behaviors need to be improved. This study reveals that strong metacognitive ability and a clinical internship environment with rich opportunities might be essential for the development of patient safety behaviors. To promote nursing interns' patient safety behaviors, clinical teachers could use reflective teaching methods and provide a supportive clinical environment to nurture nursing interns' professional identities and patient safety behaviors.

REFLECTIVE TEACHING AMONG INDONESIAN NOVICE EFL TEACHERS: HINDRANCES TO THE PRACTICE

Research and studies on teachers’ reflective practice have increased over the decades. However, the factors contributing to the low levels and application of reflective practice among Indonesian novice EFL teachers have been very little explored. This study aims to explore the hindrances faced by novice EFL teachers to their practice of reflective teaching. This qualitative study used a survey method and an online questionnaire adopted and developed from the IETRTQ or Inhibitors to EFL Teachers’ Reflective Teaching Questionnaire as the research instrument. The questionnaire was then administered to 30 Indonesian novice EFL teachers as the samples of this study. After collecting the data, simple descriptive statistics such as mean and frequency analysis were employed to provide a more qualitative analysis regarding the result. The findings of this study show that the lack of novice EFL teachers’ reflective practices is due to some hindrances to their practice. The hindrances include a lack of knowledge factors, emotional and affective factors, and institutional factors. Further, it is expected that novice teachers, EFL study programs, EFL policy makers and trainers, teaching institutions, and future researchers can work cooperatively to contribute to the implementation of reflective practice of teaching.

Enhancing learning-oriented assessment through co-teaching in higher education

This paper explores the contributions of co-teaching to learning-oriented assessment in eight co-taught undergraduate courses, over two academic years, in the fields of Education and Translation and Interpreting; specifically, whether collaborative teaching enhances assessment design and practices while developing instructors’ and students’ assessment literacy. Evidence from reflective teacher diaries and student focus group data was triangulated, with results suggesting a positive effect of co-teaching on formative assessment, especially regarding the quantity and quality of feedback received by students. Concerning summative assessment, transparency and communication were found to be key factors in reducing student concerns over the grading process. Finally, co-teaching appears to enable a two-way street encouraging students to provide feedback to their instructors and, in the process of doing so, develop their own feedback literacy. Overall, co-teaching, when well-planned and coordinated, can facilitate learning-oriented assessment, as well as provide a fruitful space for instructors’ professional development in assessment practices.

Using design thinking to explore teaching problems in Chilean schools

ABSTRACT Educational systems face increasingly complex demands, confronting teachers with multidimensional people-centred problems rarely solved by linear or standardised solutions. Nevertheless, teachers must juggle multiple variables simultaneously in their daily work. This can lead to routine and unreflective decisions that do not consider unique situations. Considering that designers’ abductive reasoning could support problem-framing skills, this article discusses how a design thinking approach can contribute to developing reflective teaching practice. This case study explores how 20 Chilean teachers define, frame, and re-frame their pedagogical problems in a design-based teacher professional development programme. Findings revealed three problem-framing triggers that support teachers’ reflection: (a) collaborative discussions, (b) awareness of people and their context, and (c) visualising, making, and testing ideas. Combined, they articulate action and promote reflection, demonstrating the value of a design thinking approach in supporting teachers’ pedagogical decisions.

Enhance nursing students’ reflection through Padlet: an action research

Background: Reflective practice (RP) is encouraged amongst healthcare students, including nursing students. However, students do not have a ‘safe space’ to practice reflection before being assessed. Padlet is an interactive platform that can potentially facilitate students’ reflection via its features that enables anonymous participation, asynchronous participation and collaborative learning environment. This study aims to explore the influence of current reflection teaching method on students’ RP and how Padlet can facilitate students’ RP. Methods: An action research was undertaken with 22 first year nursing students from Feb to May 2023. Participants answered questions anonymously pre-class and post-class in two Padlet boards. The researcher gave constructive feedback and signposted good examples of reflection to participants thus enabling ‘champion’ students to emerge during the process. Anonymous texts from two Padlet boards were analysed using reflexive thematic analysis technique. Results: Three themes were generated: i) Pre-class variable baseline understanding of reflection; ii) Co-constructed reflection and iii) Tools and triggers for reflection. Students joined the study with different presumptions and understanding of reflection, ranging from descriptive understanding of the concept, a total misunderstanding of the concept and in-depth understanding of reflection. They all indicated a changed understanding of reflection post-class and emphasized the benefits of a socially constructed learning process. Participants suggested the use of reflective tools (via reflective models) and triggers (via probing questions and feedback) as useful to facilitate their reflection. Conclusions: This study indicates that the current teaching materials enable students to enhance their understanding of reflection. Nevertheless, students could potentially benefit from tools and triggers that will initiate and support their reflection. To that end, Padlet proves a promising tool to enhance students’ reflection via its function to enable anonymity, asynchronous participation and socially constructed learning environment.

Developing reflective practice among teachers of mathematics

This qualitative case study of four middle school and secondary school mathematics teachers examines how teachers’ reflective practice supported their selection of strategies that align with the needs of current mathematics education according to the 10 dimensions of mathematics education. The findings suggest that teachers’ reflection practice, through collaboration with other teachers and creating a positive safe environment within their classroom for students’ feedback, impacts their design of classroom practices. They prioritize planning and preparing for the dimensions that are being discussed in the meetings with other teachers. Another major finding is that high level reflective teachers’ attitudes toward teaching mathematics is consistent with the needs of current mathematics education. Lastly, meeting individual needs of students is the dimension that all teachers in this study, regardless of their level of reflection, were struggling to reflect on and plan for. Overall, each teacher reported reflective practices that appeared to align with the attitudes and practices for teaching mathematics survey.

Exploring the Impact of Teachers' Reflective Practices on Tolerance at the University of Peshawar

The study aimed to investigate the relationship between teachers' reflective practices in the classroom and students' tolerance. Both qualitative and quantitative data were collected using a mixed-method research approach. Quantitative data was gathered through the use of an interpersonal tolerance scale, while qualitative data was obtained through ten focus group discussions with a total of 71 respondents. The study examined the extent of reflective teaching practices among the teachers and their impact on students' level of tolerance. To analyze the quantitative data, the researchers employed the Pearson Chi-square test. This statistical test is commonly used to determine the association between two categorical variables. The qualitative data analysis involved identifying various themes based on the discussions, such as linking theory with practices, mental preparation/readiness, making dead knowledge alive, discourse analysis, and content analysis. The findings of the study suggest that a significant number of teachers do not effectively link theoretical concepts with practical implications in their teaching practices. Additionally, many teachers are not adequately prepared or ready to handle new situations in the classroom. Furthermore, the study found that some teachers teach using outdated materials, presenting old knowledge with a new presentation style or "rapper”.

Peer teacher training develops “lifelong skills”

Introduction Peer teaching is a valuable approach whereby students engage in reciprocal teaching and learning. However, there is limited literature on preparing students for this role, known as Peer Teacher Training (PTT), and exploring its long-term impact. This study investigates the impact of a previously implemented PTT programme on participants’ application to clinical practice and their preparation for a future educator role. Methods A convergent mixed methods approach was used involving questionnaires and semi-structured interviews after a mean time interval of seventeen months post-course. All participants who had previously undertaken the programme (n = 20), were invited to join. Results Fifteen respondents completed the questionnaire, with twelve participating in one-to-one interviews. Participants demonstrated sustained improvements in perceived understanding and application of educational principles with greater confidence to teach upon entering the workforce. Interviews highlighted enhanced preparation for future educator roles, reflective teaching practices, influence over career choices and a wider benefit of the PTT to patients, peers, and students. Discussion This study demonstrates the long-term benefits of a PTT through sustained improvements in participants’ confidence and perceived competence in teaching skills. Future work should focus on integrating PTT into the medical curricula and expansion to include other healthcare professional students.

Reflective Teaching in English Language Classrooms: Perception and Practice of English Language Instructors at Wachemo University

This study aimed at examining how university English language instructors perceive reflection in teaching and the extent to which their perceptions were realized in reflective teaching. Adopting a convergent case study method, the study was conducted utilizing both qualitative and quantitative data sources. Quantitative data were elicited using a questionnaire from 41 English language instructors selected from Wachemo University through comprehensive sampling, and qualitative data were collected using interviews, observation, and reflective journal writing from four instructors taken through convenience sampling among the surveyed instructors on the basis of their willingness to participate. The interview data were transcribed and analyzed applying various stages of coding employing software called Open Code 4. Content analysis was applied to analyze reflective journal entry data. The quantitative data were analyzed using descriptive statistics applying SPSS version 24. The results revealed that the surveyed instructors have good theoretical understanding on the basic concepts of reflection in teaching. However, classroom observation and journal entry data affirmed that there existed a gap between instructors’ theoretical understanding and their application of reflective teaching. The study divulged that the instructors were found at a lower level of reflectivity regardless of the superficial understanding they hold about reflective practice.

Medical English Course Quality: A Study of Student and Instructor Perspectives

This study investigates the prevailing challenges in teaching English for Medical Purposes (EMP) within Chinese higher education institutions in Guangdong Province, intending to propose strategies for improving the quality and efficacy of EMP instruction. Based on comprehensive responses from EMP instructors and students, three primary issues emerged: a dearth of specialized teaching resources, insufficient medical knowledge among instructors, and limited professional development opportunities. In response to these challenges, the study suggests three core strategies: creating a specialized curriculum, implementing extensive instructor training, and establishing professional learning communities. The proposed specialized curriculum is a coordinated effort between medical professionals and English instructors, integrating timely, authentic, and professional medical content. The instructor training aims to enhance teachers&amp;rsquo; medical knowledge and familiarity with the linguistic characteristics of medical English. Finally, establishing learning communities encourages reflective teaching and continual professional growth. The study underscores the importance of these targeted strategies in augmenting the quality of EMP instruction in higher education. Nonetheless, it is crucial to continually refine these recommendations in line with the evolving needs of the medical profession and advancements in language instruction.

A pilot study to assess the impact of Aboriginal and Torres Strait Islander cultural humility webinars on Australian medical school students

BackgroundThe Aboriginal and Torres Strait Islander Health Curriculum Framework helps higher education providers to deliver safe and well-informed cultural humility education. However, there is currently a scarcity of evidence surrounding the efficacy and impact of cultural humility education. This study will use qualitative and quantitative research methods to evaluate learning outcomes from an Indigenous health educational webinar aimed at Australian medical students.MethodsA pilot study was conducted following a group of Australian medical students who attended an educational Indigenous health (IH) culturally responsive webinar. Recruitment was conducted via the webinar hosts’ social media pages. Quantitative methods involved sending one pre- and two post-webinar questionnaires to attendees. To assess participants’ retention of information, one post-webinar survey was sent out immediately after the webinar and another three months after the webinar. These questionnaires were designed to reflect pre-determined learning objectives for the webinar. Qualitative methods involved a focus group discussion to identify common themes from participant feedback.ResultsTwenty-six participants were included in the final quantitative analysis. Most of the participants were clinical students between 18 and 24 years old who did not identify as Aboriginal and/or Torres Strait Islander. There was a significant increase (p = 0.007) between pre-intervention (M = 0.35, SD = 0.26) and post-webinar knowledge for the learning outcome exploring the links between health and education (M = 047, SD = 0.25). No results were obtained from the three months post-intervention questionnaire. The qualitative analysis synthesized feedback from three participants and identified presenter delivery style as an important mediator of webinar effectiveness.ConclusionsThere was a significant increase in knowledge and understanding for the learning outcome that explored the links between health and education. We attribute this partly to the engaging and conversational delivery style of the webinar presenters. The importance of Indigenous facilitators that encourage reflective teaching should not be understated. Our results suggest that cultural humility webinars can have a positive impact on medical students’ understanding of the Aboriginal and/or Torres Strait Islander health landscape. This pilot study warrants further research on a larger population.

Exploring teachers’ perceptions of assessment literacy in a high-performing school district in New Jersey

ABSTRACT As teachers gain experience, their assessment knowledge base, personal beliefs, and the educational context come together to shape their identity as an assessor. This study sought to add to the body of research by highlighting and describing, through the lens of the teacher, how beliefs and context influence teachers’ assessment literacy in practice. Qualitative case study methodology was selected to explore how elementary K-5 teachers’ personal beliefs play a role in the assessment culture of classrooms within a high performing school district. Data were collected through three data sources: surveys, focus group interviews, and artefact-based self-reflection. Themes emerged that highlighted how teachers perceive their own assessment literacy as a fluid and ongoing process. Findings suggest that the teachers in this context believe that engaging in reflective teaching practices would allow them the time to reflect on inherent biases as well as context influences and grow as assessment literate teachers.

Metacognition and Reflective Teaching: A Synergistic Approach to Fostering Critical Thinking Skills

This paper explores the symbiotic relationship between metacognition and reflective teaching, shedding light on how this synergy can significantly enhance the development of critical thinking skills among students. Metacognition, the conscious awareness and control of cognitive processes, forms the foundation for reflective teaching, which centers on educators’ introspection and thoughtful examination of their instructional practices. Critical thinking skills are pivotal in today’s information-rich world, enabling individuals to analyze, evaluate, and adapt. The core premise of this paper is the examination of how metacognition informs reflective teaching and vice versa, ultimately empowering students to become confident, analytical, and adaptable thinkers. This exploration unveils practical strategies, real-world examples, and research insights, offering educators a holistic approach to nurturing critical thinking skills through metacognition-enhanced reflective teaching practices.