English Language Teachers Reflecting on Reflections: A Malaysian Experience

Abstract

Key characteristics of an efficient and effective English language teacher are fundamental pedagogical knowledge and understanding, awareness of meaningful classroom practices, linguistic capabilities, and positive attitudes and skills. Nurturing these traits among preservice teachers is difficult, especially when preservice teachers are working in a nonnative English language learning and teaching environment and when they have insufficient pedagogical and linguistic knowledge. One way of overcoming these difficulties is by facilitating activities that enable these future teachers to develop a critical and reflective awareness of their classroom practices. This article reports the practice of reflecting on reflections by future English language teachers in the Malaysian context. In the first phase, they (a) self‐examine their practices (by writing their own reflections and reading others' critiques of their practices) and (b) examine others' practices (by critiquing others' practices and providing suggestions). These activities have inspired among future teachers an awareness of their own development and of current professional knowledge. Also, participants were able to identify the changes they need to make to become more effective teachers. In the next phase, reflecting on their reflections, the teachers were able to internalize pedagogical knowledge and practices that were useful to them.

Teachers´ Practices and Mental Models: Transformation Through Reflection on Action

“…In this sense, our findings are in line with the studies that have reported that reflection-on-action develops teachers´ awareness (Schussler, Stooksberry & Bercaw, 2010), that it triggers transformations of teachers´ beliefs and points of view, as well as teacher´s instruction (Dixon & Wilke, 2007;Freedman, Bullock & Duque, 2005;Kabilan, 2007;Kang, 2007;Kucan, 2007;Manrique & Borzone, 2012;Manrique, 2013;Pareja Roblin & Margalef, 2013;Schussler, 2006;Schussler, Stooksberry & Bercaw, 2010). Our findings also show the power of video analysis, that can enable teachers a unique opportunity to review and reflect on their positioning and it can foster changes in practices (Bower, Cavanagh, Moloney & Dao, 2011;Charteris & Smardon, 2013;Danielowich, 2014;Henessya & Deaneya, 2009;Kersting, Givvin, Sotelo & Stigler, 2010;Santagata & Angelici, 2010).…”

“…Numerous studies have reported that the process of reflection-on-action can play a vital role in fostering transformations of teachers´ beliefs, points of view, knowledge and strategies (Dixon & Wilke, 2007;Eilam & Poyas, 2009;Freedman, Bullock & Duque, 2005;Kabilan, 2007;Kang, 2007;Kucan, 2007;Manrique & Borzone, 2012;Pareja Roblin & Margalef, 2013;Schussler, 2006;Schussler, Stooksberry & Bercaw, 2010). For instance, Schussler, Stooksberry and Bercaw´s analysis of teachers´ dispositions in 35 teaching journals in U.S.A shows that those teachers who possessed the greatest awareness of their dispositions also showed a propensity to unpack their assumptions, adopting multiple perspectives, questioning the how and why of their thinking and actions and balancing the focus on students and the focus on the self.…”

“…Based on the results of the studies just mentioned (Dixon & Wilke, 2007;Eilam & Poyas, 2009;Freedman, Bullock & Duque, 2005;Henessya & Deaneya, 2009;Kabilan, 2007;Kang, 2007;Kersting, Givvin, Sotelo & Stigler, 2010;Kucan, 2007;Pareja Roblin & Margalef, 2013;Santagata & Angelici, 2010) the T.E. course was based on a process of reflection-on-action, achieved through a clinical study of the activity (Clot, 2006), that entailed each teacher individually viewing and analysing a filmed recording of his or her practice.…”

Lessons from experience: ESL student teachers' reflection during practicum through reflective journals

“…Reflective practice also promotes self-improvement process that develops student teachers teaching quality (Ibrahim et al, 2008;Yaacob et al, 2014). It is also a key exercise that enables exploration of emerging thoughts, deeply held beliefs, changes in beliefs and perceptions, self-awareness of beliefs and principles and show converging patterns and trends (Albakri et al, 2012;Borg, 2008;Collier, 1999;Ismail et al, 2014;Kabilan, 2007;Woods, 1996).…”

The Tensioned Nature of Curriculum Reform: What the Kingdom of Saudi Arabia Can Learn from the Experience of Others?

“…Kabilan (2007) recognizes Malaysian students in remote and rural areas are not provided with the same level of instruction, especially in English language exposure, as students in urban areas which likely hinders the intent of the reform efforts. Kabilan (2007) goes on to recognize, "the emphases on English as an academic subject and a tool for economic attainment" (p. 681). So while curriculum reform can be seen as a tool for economic development, not all students are allowed to access this capital that is identified as central to participation in the economic imperatives.…”