A Study of Preservice Teachers’ Reflective Thinking Through Lesson Study Guideline
Article Sidebar
Main Article Content
Abstract
The essential thing in professional development is a reflection on action. Therefore, this study emphasized enhancing the preservice teachers’ reflective thinking through the lesson study guideline. The aims of this research were to study the reflective thinking ability of the preservice teachers who learn through a lesson study guideline. The collaborative reflection was embedded in the lesson study guideline accordingly the self-reflection and peer feedback were investigated in this study. The sample was the 29 fourth-year science student teachers selected by purposive sampling technique. The research instruments were a lesson study guideline, a semi-structured interview, and a learning journal. The data analysis was carried out by using two different methods. The qualitative data was analyzed by content and generated categories and themes. In another hand, the quantitative data was done by using mean, and standard deviation. The research findings found that the mean score of the self-reflection and peer feedback of preservice teachers were 12.90 and 10.55 respectively which could define as the third level (Level 3: Insightful Comments and Suggestion). By the way, the qualitative data revealed that their passive learning experience than active learning experience made them anxious and diffident to criticize others and also more comfortable for self-reflection. Therefore, in professional development curriculum should encourage criticism and open-mindedness to accept criticism from others which could lead the preservice teachers to be professional teachers.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
Cavanagh, M., & Prescott, A. (2010). The growth of reflective practice among three beginning secondary mathematics teachers. Asia-Pacific Journal of Teacher Education, 38(3),147–159.
Chuatong, R., & Rojjanaprapayon, R. (2016). Values, Ideologies, and Communication Patterns Indicated Thais’ Culture. NIDA Journal of Language and Communication, 21(29), 110-143. (In Thai)
Cojorn, K. (2016). LESSON STUDY: THE STRATEGY TO ENHANCE CRITICAL THINKING ABILITY OF PRE-SERVICE TEACHER. Journal of Education Naresuan University, 18(1), 218-229. (In Thai)
Dewey, J. (1933). How we think: a restatement of the relation of reflective thinking and the Educational process. D.C Heath.
Dymoke, S. & Harrison J. (2008). Reflective Teaching and Learning. SAGE Publications Ltd.
Farrell, T. S. C. (2004). Reflective practice in action. Corwin Press.
Hatton, N., Smith, D. (1995). Reflection in teacher education: towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49.
Johns, C. (2000). Becoming a Reflective Practitioner. Blackwell Science.
Julia, M. (2013). Creating reflective practitioners with preservice lesson study. International Journal of Pedagogies and Learning, 8(1): 1–9.
Lane, R., McMaster, H., Adnum, J. & Cavanagh, M. (2014). Quality reflective practice in teacher education: a journey towards shared understanding. Reflective Practice, 15(4), 481-494.
Meyer, R.D., & Wilkerson, T.L. (2011). Lesson Study: The Impact on Teachers’ Knowledge for Teaching Mathematics. In Hart, L.C.,
Alston, A. S., & Murata, A. (Eds.), Lesson study research and practice in mathematics education (pp. 15-28). Springer.
Office of National Economic and Social Development Council. (2016).The Twelve National Economic and Social Development Plan (2017-2021). https://www.nesdc.go.th/ewt_w3c/ewt_dl_link.php?nid=6422. (In Thai)
Office of the Royal Society. (2015). Dictionary of Education. Office. (In Thai)
Posthuma, A.B. (2012). Mathematics teachers’ reflective practice within the context of adapted lesson study. Pythagoras, 33(3), 140-149.
Schön, D. (1987). Educating the Reflective Practitioner. Jossey Bass.
Sims, L. & Walsh, D. (2009). Lesson Study with preservice teachers: Lessons from lessons. Teaching and Teacher Education, 25(5), 724-733.
Tawanwongsri , W., & Phenwan, T. (2018). Effectiveness of Reflection in Medical Students. The 6th Active Learning National Conference. Walailak University. (In Thai)
Triwaranyu, C. (2009). Lesson Study: New alternatives for teaching and learning development. Journal of Education Studies, 37(3), 131-149. (In Thai)
Yong, J. & Chuchu, Z. (2021). New Methods to Support Effective Collaborative Refection Among Kindergarten Teachers: An Action Research Approach. Early Childhood Education Journal, 49(1), 247–258.
