Reflection of teaching among ESL teachers: a case study
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Date
2003-07
Authors
Mohamad Safar, Zanurin Bin
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Abstract
This study aims at understanding the practice of reflection among English Language
teachers in a secondary school. Eight research questions are posed in this qualitative
study. It focuses on the following aspects of reflective practice - the reasons for their
reflection, time, content, level, cycle and constraints of their reflection. In addition, I
also try to understand their act of reflecting over their reflection. Seven English
Language teachers are involved in this study. A semi-structured interview is utilised as
the main technique for accumulating data. For the purpose of triangulation, journal
writing, biographical data, fieldnotes and documentary analysis are also employed. I act
as the research instrument. The data are analysed step by step on an ongoing basis.
The findings of this study confirm my belief that the subjects do reflect on their
teaching instructions in the teaching of English. Their reflection is mainly triggered by
teaching dilemmas normally related to students' problems. The limited time to reflect in
school does not hinder the subjects from reflecting on their teaching practice. The
findings also reveal that most of the time, the subjects reflect on effective teaching
instructions. This informs us that the subjects' reflection· is mainly at the first level
which is the technical level. The data analysis also indicates that there are four phases in
the subjects' cycle of reflection. However, their reflection does not end at the fourth
phase. In fact they still reflect on their past reflections. Finally, I also discover that
facing constraints in their reflective practice is unavoidable, yet they are solvable.
I believe the subjects are potential true reflective practitioners. They have portrayed
several characteristics of a true reflective practitioner. However, they still have to
improve themselves especially in making informed judgements and being fully aware of
their reflective practice. The subjects as well as other ESL teachers need thorough
exposure to reflective teaching and all the support from colleagues, school
administrators and State Education Department. When English Language teachers can
become true reflective practitioners, I believe they will become better ESL teachers who
are able to address any teaching problem faced in their classrooms including arresting
the declining standard of English among Malaysian students.
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Keywords
Teaching among esl teachers