Reflection on Action: The Use of Reflective Journal Plus Video Recording

Abstract

Abstract-This article discusses a partial result of a study conducted to look at the implementation of reflective teaching to improve student-teachers' pedagogic competence in Micro Teaching Class and Teaching Practicum subject. The focus of this report is to describe the use of reflective journals plus video recording as tools used by the prospective teachers for reflective teaching. Thus, the emphasis will be on the extent to which the combination of these tools helps the student-teachers improve their teaching skill. This action research employs qualitative approach. The data were collected through teaching performance assessment, observation, and interview. This research was carried out in Micro Teaching class consisting of 19 students. There were three procedures implemented in this research. First, the student-teachers were asked to perform their teaching. The teaching performance of each-student teacher was videorecorded by the researchers. The student-teachers were asked to reflect upon their teaching and watch their own teaching performance and write the results of the reflection in a journal. Second, the student-teachers performed their second teaching. Again, their teaching performance was recorded. Before receiving comments from the lecturer and their peers, they were asked to articulate what they thought about their performance. Similar to the first cycle, the student-teachers were asked to reflect upon their teaching practice, watch the recording, and write the results of reflection in their journals. The same procedure was applied at the third cycle. The findings of this study regarding the use of journal and video indicate that these tools are effective in helping students improve their teaching skill. In fact, quantitatively, the students' teaching skill improved as indicated by the comparison of the scores they gained in the three teaching cycles. Based on the qualitative analysis, it was found that the student-teachers got benefits from their reflective journal plus video recording. Their writing in the journals revealed that most of them were aware of their weaknesses, and thus made improvement in the corresponding points. Furthermore, in the interview they said that watching video gave them a vivid idea how their teaching was like.

English teachers' and lecturers' perceptions of reflective practice through video recording at the teacher certification program

“…First, it confirms Farrell's (2013) view of journal writing, pointing that writing journal entries allow teachers to practice self-reflection at their own preferred pace. Second, journal writing can benefit student teachers in going deeper into their teaching practices leading to their increased understanding of their teaching skills, as reported by Tiarina and Rozimela (2017).…”

“…All findings revealed earlier correspond to the framework of reflection for action which Farrell (2013) defines as teachers' reflection on their past teaching experiences to investigate any issues they face. It further implies that all student teachers might expect that reflective practice using video recording in peer teaching would equip them to be independent problem-solvers (Rozimela & Tiarina, 2018;Tiarina & Rozimela, 2017) and independent decision makers (Cirocki & Widodo, 2019).…”

Refleksi Diri dan Pengetahuan Pedagogi Konten Guru Biologi SMP melalui Analisis Rekaman Video Pembelajaran

“…Menurut Richards (1992) terdapat macam-macam cara yang dilakukan guru untuk melakukan refleksi diri, diantaranya: (1) membuat catatan pengalaman, (2) laporan diri, (3) autobiografi, (4) jurnal, (5) buku harian dan (6) merekam kegitan pembelajaran. Penelitian telah mengungkap bahwa berbagai teknik reflektif tersebut dapat meningkatkan kualitas pembelajaran yang dilakukan guru di dalam kelas (Göker, 2016;Dieker & Monda-Amaya, 1995;Helyer, 2015;Tiarina & Rozimela, 2017). Melalui proses refleksi, guru berpikir tentang praktik kelas mereka dan mempertanyakan mengapa ada beberapa pelajaran yang sukses dan mengapa ada beberapa yang tidak.…”

“…Selain itu, ada beberapa masalah lagi yang terkait dengan refleksi karena banyak guru tidak melakukan kegiatan refleksi ini sebagai bagian dari rutinitas pekerjaan mereka, karena tidak memiliki waktu atau kesempatan untuk mengembangkan keterampilan refleksi ini. Meskipun demikian, hasil penelitian ini sejalan dengan penelitian sebelumnya bahwa kegiatan reflektif dapat meningkatkan kualitas pembelajaran yang dilakukan guru di dalam kelas (Göker, 2016;Dieker & Monda-Amaya, 1995;Helyer, 2015;Tiarina & Rozimela, 2017)…”

Using Video Blogs as an Extracurricular Activity for International Students at the Initial Phase of Foreign Language Learning

“…The analysis of the world experience has shown that mostly teachers use video blogs to upload tasks for specific lessons (Rakhmanina & Kusumaningrum, 2017). Other teachers assigned their students to film videos about their education process, upload on the blog, and then PEOPLE: International Journal of Social Sciences ISSN 2454-5899 write in a special journal comments on their own video and on other students' videos (Tiarina & Rozimela, 2017).…”