DEVELOPMENT OF REFLECTION PROCESS IN TEACHING AND LEARNING AT SCHOOL FOR YOUTH IMPROVEMENT IN KENG TUNG, UNION OF MYANMA

Abstract

The purpose of this article was to develop reflection process in teaching and learning at school of youth improvement in Keng Tung, Union of Myanmar. Qualitative research using documentary study and focus group discussion were used for research designed. The target group was nine educational scholars from Thailand and Myanmar and was selected by using purposive sampling. The curriculum framework was prepared for the discussion and data were analyzed using analytic induction. Results indicated that six steps of reflection process was developed for teaching and learning consisted of knowing what to do, correcting and changing, learning from doing, leading to new understanding, acting from reflecting and thinking of innovation. It was also integrated with three aspects of content knowledge, pedagogical knowledge and technological knowledge. PAOR process was also used for the assessment of teaching and learning.  Planning (P) is the process of writing the curriculum. Action (A) is the process of teaching and instruction of teachers who apply content in the curriculum into classroom activities. Observation (O) is the process of observing the students transformation before and after attending the classroom activities. Reflection (R) is the process that will conduct after the curriculum has used in the school. Teachers reflect results from using curriculum that they have applied it into classroom activities. Then, they write the reflection related to six steps of reflection process. In addition, educational scholars have suggested the keywords of supporting current teaching and learning which consisted of life skill, teamwork, cultures, network, knowledge sharing and integration in order to enhance learning from doing into cultural innovation including of preparing students to be ready for learner in the 21st century.