PRE-SERVICE TEACHERS’ CRITICAL SELF-REFLECTION IN MICROTEACHING CONTEXT AT UNIVERSITY OF TECHNOLOGY AND APPLIED SCIENCIES – RUSTAQ, OMAN
Abstract
Being reflective is one of the required skills in the 21st century era; however, the concept has been researched since its inception by John Dewey (1859-1952) whose famous observation stated that “we do not learn from experience. We learn from reflecting on experience”. This study aims to find out pre-service teachers’ self- reflection patterns in one of the practicum courses at the University of Technology and Applied Sciences (UTAS), Rustaq, Oman. It is more specifically contextualized in a microteaching session where the pre-service teachers are required to teach their peers and then self-reflect on their own teaching performances. Pre-service teachers had to teach twice. It is found that the pre-service teachers do not sufficiently self-reflect on their performances; thus, there is not much improvement in their second teaching lesson. It is important, therefore, as teacher educators to enlighten ELT pre-service teachers about self-reflection based on a rigorous model. Benchmarking Gibbs’ (1998) comprehensive model of reflective cycle to the existing form of self-reflection, the findings show that they provide more descriptive than critical self-reflection for a number of significant reasons. Thus, the study urges the use of an effective and rigorous model in practicum courses such as Gibbs’ model.
Keywords
Full Text:
PDFReferences
Adeani, I. S., Febriani, R. B., & Syafryadin, S. (2020). Using Gibbs’ reflective cycle in making reflections of literary analysis. Indonesian EFL Journal, 6(2), 139-148. https://doi.org/10.25134/ieflj.v6i2.3382
Ahmed, A. M. (2019). Students’ reflective journaling: an impactful strategy that informs instructional practices in an EFL writing university context in Qatar. Reflective Practice, 20(4), 483-500. https://doi.org/10.1080/14623943.2019.1638246
Allen, D. W., & Clark, R. J. (1967). Microteaching: Its rationale. The High School Journal, 51(2), 75–79. http://www.jstor.org/stable/40366699
Al-Humaidi, S. H., & Abu-Rahmah, M. I. (2015). Enhancing microteaching at Sultan Qaboos University. Studies in English Language Teaching, 3(1), 28-40.
Al Sohbani, Y. A. (2012). Prospective EFL teachers’ perception of the teaching practice experience at AUST. Arab World English Journal, 3(4), 195-213.
Benton-Kupper, J. (2001). The microteaching experience: Student perspectives. Education, 121(4), 830.
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Bury, J., & Hair, I. (2022). Using student feedback and teacher reflections to develop courses: case studies in business English and tourism and hospitality English courses. Journal of Teaching English for Specific and Academic Purposes, 10(2), 351-363. https://doi.org/10.
/JTESAP2202351B
Can, D. T. (2019). The reflections of pre-service EFL teachers on overcoming foreign language teaching anxiety (FLTA) during teaching practicum. Journal of Teaching English for Specific and Academic Purposes, 6(3), 389-404. https://doi.org/10.22190/
JTESAP1803389C
Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications, Inc.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. D.C. Heath & Co Publishers.
DiGregorio, N., & Liston, D. D. (2021). Enhancing student self-reflection in college-level diversity courses. College Teaching, 70(1), 98-104. https://doi.org/10.1080/87567555.
1901068
Ghanaguru, S., Nair, P. & Yong, C. (2013). Teacher trainers’ beliefs in microteaching and lesson planning in a teacher training institution. The English Teacher Vol. XLII (2), 104-116.
Gower, R., Walters, S., & Phillips, D. (1983). Teaching practice handbook. Heinemann.
Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49. https://doi.org/10.1016/
-051X(94)00012-U
Hollingsworth, H., & Clarke, D. (2017). Video as a tool for focusing teacher self-reflection: Supporting and provoking teacher learning. Journal of Mathematics Teacher Education, 20(5), 457-475. https://doi.org/10.1007/s10857-017-9380-4
Husebø, S. E., O'Regan, S., & Nestel, D. (2015). Reflective practice and its role in simulation. Clinical Simulation in Nursing, 11(8), 368-375. https://doi.org/10.1016/j.ecns.2015.04.005
Hussein, H. (2018). Examining the effects of reflective journals on students' growth mindset: A case study of tertiary level EFL students in the United Arab Emirates. IAFOR Journal of Education, 6(2), 33-50.
Ismail, S. A. A. (2011). Student teachers’ microteaching experiences in a preservice English teacher education program. Journal of Language Teaching and Research, 2 (5), 1043-1051. https://doi:10.4304/jltr.2.5.1043-1051
Kaldi, S., & Zafeiri, S. (2023). Identifying reflective modes in pre-service teachers’ written reflections on the implementation of project-based learning during the school practicum. Frontiers in Education 7, p. 1072090. https://doi.org/10.3389/feduc.2022.1072090
Knapp, S., Gottlieb, M. C., & Handelsman, M. M. (2017). Enhancing professionalism through self-reflection. Professional Psychology: Research and Practice, 48(3), 167-174. https://psycnet.apa.org/doi/10.1037/pro0000135
Markkanen, P., Välimäki, M., Anttila, M., & Kuuskorpi, M. (2020). A reflective cycle: Understanding challenging situations in a school setting. Educational Research, 62(1), 46-62. https://doi.org/10.1080/00131881.2020.1711790
Majzub, R. M. (2012). Teacher trainees’ self evaluation during teaching practicum. Procedia - Social and Behavioral Sciences, 102, 195 – 203. https://doi.org/10.1016/j.sbspro.2013.
733
Mergler, A. G. & Tangen, D. J. (2010). Using microteaching to enhance teacher efficacy in pre‐service teachers. Teaching Education, 21(2), 199-210. https://doi.org/10.1080/
Mezirow, J. (1998). On critical reflection. Adult Education Quarterly, 48(3), 185- 198. https://doi.org/10.1177/074171369804800305
Ogeyik, M. C. (2009). Attitudes of the student teachers in English language teaching programs towards microteaching technique. English Language Teaching, 2(3), 205-212. http://dx.doi.org/10.5539/elt.v2n3p205
Savas, P. (2012). Micro-teaching videos in EFL teacher education methodology courses: Tools to enhance English proficiency and teaching skills among trainees. Procedia-Social and Behavioral Sciences, 55, 730-738. https://doi.org/10.1016/j.sbspro.2012.09.558
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Sekarwinahyu, M., Rustaman, N. Y., & Widodo, A. (2019). Problem-based learning skills and reflection skills of biology education students through the problem-based online tutorial. Journal of Physics: Conference Series, 1280(3), p. 032004. https://10.1088/1742-6596/1280/3/032004
Silverman, D. (2006). Interpreting qualitative data: Methods for analyzing talk, text and interaction (3rd ed.). Sage Publications Ltd.
Slepcevic-Zach, P., & Stock, M. (2018). ePortfolio as a tool for reflection and self-reflection. Reflective Practice, 19(3), 291-307. https://doi.org/10.1080/14623943.2018.
Smyth, J. (1989). Developing and sustaining critical reflection in teacher education. Journal of Teacher Education, 40(2), 2-9. https://doi.org/10.1177/002248718904000202
Wahba, E. H. (1999). Microteaching. English Teaching Forum, 37 (4), 22-23.
Wikström, B. M. (2012). A visual art museum in Sweden as pedagogical scenery: Gibbs’ reflective cycle guiding student nurses in the reflective process. Open Journal of Nursing, 2(2), 130-137. http://dx.doi.org/10.4236/ojn.2012.22020
Williams, R., & Grudnoff, L. (2011). Making sense of reflection: A comparison of beginning and experienced teachers’ perceptions of reflection for practice. Reflective Practice, 12(3), 281-291. https://doi.org/10.1080/14623943.2011.571861
Xhaferi, B. & Xhaferi, G. (2017). Enhancing learning through reflection- A case of SEEU. SEEU Review, 12 (1), 53-68. https://doi.org/10.1515/seeur-2017-0004
Yatun, Y. (2017). The use of video recording as Self-Reflection in teaching skill at Microteaching Class of English teacnertther education department in Sunan Ampel State Islamic University Surabaya (Doctoral dissertation, UIN Sunan Ampel Surabaya).
Zafeer, H. M. I., Li, Y., & Maqbool, S. (2023). An approach to progress learning outcomes: International graduate students’ engagement in reflective practice and reflective journal writing during pandemic. Sustainability, 15(3), 1898. https://doi.org/10.3390/su15031898
Zakaria, W. Z. B. W., & Ah’hyat, N. A. B. (2010). A study on microteaching as perceived by UTM TESL undergraduates.
DOI: https://doi.org/10.22190/JTESAP230505045A
Refbacks
- There are currently no refbacks.
ISSN 2334-9182 (Print)
ISSN 2334-9212 (Online)