Effects of Reflective Practice on Student Teachers’ Competencies
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Abstract
This research aimed at 1) exploring the effects of the student teachers’ reflective practice relating to their teaching and learning competencies, and 2) analyzing the levels of quality of their reflective practice dealing with their teaching and learning competencies. The sample consisted of 40 student teachers majoring in Curriculum and instruction at Vongchavalitkul University. The two research instruments were: 1) a Likert scales questionnaire dealing with the student teachers’ reflection of their teaching and learning with its reliability of .92.and 2) the student teacher’s journal entries recorded after their lessons analyzed using the content analysis. The statistics used were percentage, means and standard deviation.
The results were as follows: 1) The student teachers agreed that reflective practice could
enhance their own teaching and learning (87.15%), improve the students’ learning (80%), encourage them to find ways to solve the problems in the classroom (72.50%), encourage their writing a journal of reflection after teaching (65%), and have ways to improve the quality of teaching and learning based on their reflection records (57.50%). As for their opinions, the ones with high levels included (1) the benefits of the reflective practice, (2) their opinion towards reflective practice, (3) the improvement of their teaching and learning, and (4) their appreciation in conducting the reflective practice respectively. The only one ranked as a medium was the time used for reflective practice. 2) When analyzing the quality of the student teachers’ reflective practice, it was found that the majority was at level 2 (Understanding) (47:50), level 1 (Habitual action)
(37.50), level 3 (Reflection) (12:50), and Level 4 (Critical reflection) (2.50) respectively.
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