Reflective Thinking Tendencies and Epistemological Beliefs in Terms of Learning Styles

Balta, Elif Emine

doi:10.5430/ijhe.v7n6p106

Cited by 12 publications

(8 citation statements)

References 17 publications

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“…Thus the teachers no need to worry about the negative feedback given to them. As pointed by (Balta, 2018) there was a significant relation between self-belief and reflective thinking tendencies in which the self-belief depends on teachers' tendency of continous thinking intentionally, effective teaching, openmindedness and looking professional in encountering any situations that can be occured in the learning process.…”

Section: Findings and Discussionmentioning

confidence: 99%

Implementation of Reflective Thinking Skill During COVID-19: EFL Teachers’ Perspectives

Ayu

Myartawan

Pratiwi

2021

TATEFL

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The aim of this study is to analyze the ability of the English teachers’ reflective thinking skills during online learning at SMAS Laboratorium Undiksha. The design used for this study was a qualitative descriptive study using a questionnaire namely TRTQ (Teacher’s Reflective Thinking Questionnaire) as the instrument that was distributed to three English teachers at SMAS Laboratorium Undiksha as participants in this study. The results of this study showed that all the English teachers in SMAS Laboratorium Undiksha have perceived themselves as advanced teachers in the implementation of reflective thinking practice by doing reflective thinking ability such as (reflective thinking skill, self-assess ability, self-belief, and teaching awareness).

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Section: Findings and Discussionmentioning

confidence: 99%

Implementation of Reflective Thinking Skill During COVID-19: EFL Teachers’ Perspectives

Ayu

Myartawan

Pratiwi

2021

TATEFL

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“…In line with Burniske & Meibaum (2012), they stated that teachers might improve their teaching and learning environment by properly utilizing student feedback as cited in (Iqbal et al, 2016). Norton (1994), as mentioned in Balta (2018), states that teachers reflectively think when they consider the observations from others and the feedback were given by them during specific evaluations to be actively planned for future purposes.…”

Section: Discussionmentioning

confidence: 99%

An Innovative Method to Improve Teachers' Consideration Regarding Quality of Online Learning Using Reflective Thinking

Sudarsana

Myartawan

Wahyuni

2021

JINOTEP

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Studi deskriptif ini menginvestigasi bagaimana guru bahasa Inggris mempersepsikan diri mereka sebagai praktisi pemikiran reflektif selama pembelajaran online. Dua guru bahasa Inggris di SMAN 1 Sukasada yang telah mengajar selama hampir sepuluh tahun menanggapi kuesioner skala keterampilan mengajar reflektif yang berisi 20 pernyataan. Hasil data menunjukkan bahwa guru bahasa Inggris di SMAN 1 Sukasada mempersepsikan dirinya sebagai guru reflektif tingkat lanjut di kelas online. Hasil penelitian menunjukkan bahwa guru bahasa Inggris berada pada tingkat lanjut dalam berpikir reflektif. Karena studi ini hanya berfokus pada mendeskripsikan bagaimana mereka mempersepsikan diri mereka sendiri, studi lebih lanjut yang menjelaskan bagaimana mereka merefleksikan proses belajar mengajar mereka dalam tindakan nyata diperlukan untuk dilakukan.

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“…Therefore, in self-belief the teacher can said that they are the advanced level of teachers' reflective thinking when the teacher perceive relation with their student to their ability in teach, social interaction will be important thing how student learn in the classroom (Choy et al, 2017). Moreover, Balta (2018) with the increase in the beliefs which is the process is important in learning, As the preservice teachers' beliefs that ability to learn can be developed over time increased, their tendencies of continuous and intentional thinking, open-mindedness, interrogative and effective teaching, teaching responsibility, and looking professional increased as well. Ugur et al, (2015) suggest that teachers should be aware of their weakness during teaching process.…”

Section: Discussionmentioning

confidence: 99%

English Teachers’ Reflective Thinking Practice During the Online Learning at Sman 2 Singaraja

Paramartha¹,

Myartawan²,

Pratiwi³

2021

acit.j.teach.educ.

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The new learning system that is published by the Indonesian government as a prevention due to Covid-19 brings a new challenge for the teachers particularly in implementing 21st century learning. Teachers are suggested to do a reflection toward the online learning that has been conducted to find out the teaching and learning process quality. This study is aimed at investigating the level of teachers’ reflective thinking in which it was conducted in SMAN 2 Singaraja. There were two teachers involved in this study and the data were collected through the spreading of questionnaire and interview. The data were analyzed by using interactive data analysis to check the validity and reliability. The results showed that the awareness of the teacher in carrying out a process of reflection on learning during the online learning period. The efforts made by the English teacher at SMA N 2 Singaraja in improving the quality of learning both by discussing and innovating need to be used as an example for other teachers. In the future, of course, it is hoped that a better online learning process and learning objectives can be maximally achieved

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Reflective Thinking Tendencies and Epistemological Beliefs in Terms of Learning Styles

Cited by 12 publications

References 17 publications

Implementation of Reflective Thinking Skill During COVID-19: EFL Teachers’ Perspectives

Implementation of Reflective Thinking Skill During COVID-19: EFL Teachers’ Perspectives

An Innovative Method to Improve Teachers' Consideration Regarding Quality of Online Learning Using Reflective Thinking

English Teachers’ Reflective Thinking Practice During the Online Learning at Sman 2 Singaraja

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