A case study of the criticality of Teaching English as Second Language (TESL) student teachers reflective entries
<p>This study aims to examine the criticality of the reflection written by the Teaching</p><p>English as a Second Language (TESL) student teachers while undertaking a course</p><p>in the TESL programme. In addition, the study also...
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| Format: | thesis |
| Language: | eng |
| Published: |
2022
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=9760 |
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| Summary: | <p>This study aims to examine the criticality of the reflection written by the Teaching</p><p>English as a Second Language (TESL) student teachers while undertaking a course</p><p>in the TESL programme. In addition, the study also aims to assess the reflection</p><p>components in the student teachers reflective entries. The pedagogical reasoning</p><p>that influences student teachers choice of topics in writing their reflection is also being</p><p>studied in this research. This study employs a case study design in which the data</p><p>were analysed qualitatively. The reflective entries of student teachers were collected,</p><p>and the data were analysed using content analysis method. The data from semistructured</p><p>interviews were analysed according to 5 main themes which are further</p><p>branched out into several sub-themes. There were 29 student teachers, in their sixth</p><p>semester in a teacher education university in Malaysia, who participated in the study.</p><p>They were taking a pedagogical course which prepared them for their teaching</p><p>practice. This study used two instruments: reflective journal entries and semistructured</p><p>interviews. The document analysis was used to analyse the data obtained</p><p>from the student teachers reflective entries. The assessment of their written reflective</p><p>entries made use of Kember et al. (2008) four-category protocol and Lau (2016) holistic</p><p>framework. The majority of the student teachers demonstrated that they achieved only</p><p>the second level of the depthness of reflection, which is understanding followed by</p><p>reflection, non-reflective, and critical reflection. There were three components</p><p>discussed in this study: strengths and weaknesses, skills improvement, and</p><p>behavioural change. Lastly, there were twenty pedagogical reasonings that the student</p><p>teachers employed in writing their reflective entries. The findings of this study can</p><p>impact the teaching and learning process in a teacher education programme and</p><p>teachers professional development.</p> |
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