Reflection of teaching among ESL teachers: a case study
| dc.contributor.author | Mohamad Safar, Zanurin Bin | |
| dc.date.accessioned | 2015-09-23T04:39:25Z | |
| dc.date.available | 2015-09-23T04:39:25Z | |
| dc.date.issued | 2003-07 | |
| dc.description.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. | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/1209 | |
| dc.language.iso | en | en_US |
| dc.subject | Teaching among esl teachers | en_US |
| dc.title | Reflection of teaching among ESL teachers: a case study | en_US |
| dc.type | Thesis | en_US |
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