The Role of Teachers in Reflective Teaching in the Classroom

Shanmugavelu, Ganesan; Parasuraman, Balakrishnan; Arokiasamy, Rajoo; Kannan, Baskaran; Vadivelu, Manimaran

doi:10.34293/education.v8i3.2439

Cited by 9 publications

(5 citation statements)

References 1 publication

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“…Novice teachers in particular are likely to face difficulties and concerns in adapting at the beginning of the lesson (Ahmed, Faizi, & Akbar, 2020;Alhamad, 2018;Karatas & Karaman, 2013). This is because today's generation of teachers has to deal with the incomprehension, confusion, and ambiguity of the education system, which constantly bother teachers in the classroom (Shanmugavelu, Parasuraman, Arokiasamy, Kannan, & Vadivelu, 2020). In addition to the ever-changing development of the education system, the roles and responsibilities of teachers are becoming increasingly perplexing, requiring a teacher to have a high degree of resilience (Ismail, Rohana, & Amirmudin, 2011).…”

Section: Problem Statementmentioning

confidence: 99%

The influence of accepting change, spirituality, and tenacity and competence on authentic leadership among novice teachers in Malaysia

Zolkipli,

Mohamad

2023

Nurture

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Purpose: In schools, principals are leaders of teachers while teachers, are leaders of students and colleagues. The current development of the ever-changing education system makes the roles and responsibilities of teachers increasingly challenging. This requires a person to have an element of resilience to become a teacher who is responsible for guiding students and colleagues to achieve school goals. The aim of this study was to examine the influence of resilience (tenacity and competence, trusting in one’s instinct and tolerance of negative affect, acceptance of change and secure relationships, control, and spirituality) on authentic leadership among novice teachers, particularly in North Malaysia. Design/Methodology/Approach: This study used a quantitative approach through questionnaires such as The Connor-Davidson Resilience Scale and the Authentic Leadership Questionnaire (ALQ), involving a total of 229 novice teachers in the northern zone of Peninsular Malaysia as respondents. The data was analyzed using Statistical Package for the Social Sciences (SPSS) version 28 and Structural Equation Model-Part Least Square, SmartPLS 4 software. Findings: The findings showed that accepting change, spirituality, tenacity, and competence constructs have a significant and positive impact on authentic leadership. Conclusion: Resilience is a skill that teachers should have when influencing students and colleagues. Research Limitation: The data found in this study were based on questionnaires. The results of the information and findings of the study were limited as they depended on the honesty and willingness of the respondents to answer the questionnaire. Practical Implication: Spirituality in the workplace is among the key elements in achieving the organization's goals. Spirituality can help teachers have peace of mind when handling conflict. Teachers have to prepare physically and mentally to cope with the changes in organization because they are role models for colleagues and students. Contribution to Literature: This study contributes to the existing literature by demonstrating that resilience constructs have an influence on authentic leadership among novice teachers.

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Section: Problem Statementmentioning

confidence: 99%

The influence of accepting change, spirituality, and tenacity and competence on authentic leadership among novice teachers in Malaysia

Zolkipli,

Mohamad

2023

Nurture

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“…An important finding was that reflective teaching, school support, and sharing with others contribute to the state of being adapted. Reflective teaching helps teachers to handle situations of ambiguity and confusion (Shanmugavelu et al, 2020) as they can analyse their practice, for instance when they tried different delivery methods. This cyclical process enables teachers to continuously monitor, evaluate, and revise their practice (Pollard, 2018).…”

Section: Many Children Set the Camera Offmentioning

confidence: 99%

Islamic Education Teachers’ Adaptation in Digital Learning during the Covid-19 Pandemic

Aisha

Firdaus

Mulyana

2022

MediaTor: Jurnal Komunikasi

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The Covid-19 pandemic has disrupted educational communication, as traditional teaching and learning have been replaced by online digital teaching and learning. Thus, teachers must adapt quickly to new technology to meet the lesson objectives and successfully deliver their lessons. This study explores teachers’ adaptation experience throughout the Covid-19 pandemic. Data was gathered in Mutiara Bunda Elementary School, an inclusive private school in Bandung with religious education at its core. In-depth interviews and introspection were conducted with four Islamic education teachers across grades. Thematic analysis was used to analyse the data. The findings revealed that teachers went through five overlapping stages: confusion, trial and error, capacity building, adaptation, and efforts to find new solutions. However, different challenges were faced by each teacher according to the grades they taught. Even though teachers had finally adapted and transformed the teaching and learning experience, traditional face-to-face communication was still preferred by 1st to 3rd-grade teachers to deliver the lessons effectively. Lack of the teachers’ IT skills to deliver the lessons to develop the students’ character, inexperience in online teaching, and the students’ low motivation to learn through the digital platform clearly constitute the main obstacle in this religious, educational process.

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“…It can thus be said that because there was no integrated, common educational ethos in the above divided education system, the spirit of a Malayan (Malaysian) nationalism and belonging was not strongly sown among the nation's population (Shanmugavelu et al, 2020).…”

Section: The Federal Constitution and The Nation's National Ideologymentioning

confidence: 99%

Education in Malaysia: Educating for Inclusive-Holistic Growth, Political Needs…?—The Transformation of Vernacular and Particularised Education towards Integration into “Malaysian Education”

Naidu¹,

Rajanthiran²

2021

JSS

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From the British colonial period and henceforth after independence, educationists have striven to unify the divided and "particularised" education structures that were taking firm roots in plural Malaya and thenceforth, Malaysia. The primary focus as boldly enshrined in the Malaysian Constitution, the national ideology statement-the Rukun Negara, the National Education Philosophy (NEP) and by the constant reminders and promptings of our founding fathers, was national integration of the ethnically and culturally diverse society. The aspiration of "sejahtera" (well-being) as propounded in the nation's NEP, seen together with the United Nations' SDGs (sustainable development goals), towards Education 2030, clearly points to the urgent need for further effort towards inclusive and quality education. The discussion on the prevalent, divided education system, attempting to answer the main research questions, centres on mother-tongue vernacular education and other sub-set education structures, such as the religious and "one-race" schools. These have inevitably with the course of decades, contributed to social disunity. It is found that educators emphasise that transformation and integration, and not the termination of these education sub-sets, into mainstream education, with a strong implementation of the national language and English in the school curriculum. This can help evolve Malaysian education into a globally reputed education system. Educationists are also of the view that it can be then an effective bonding tool for national unity. Language, religion, and literature subjects can be conducted in the mother-tongue languages within the ambit of the national education philosophy.

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The Role of Teachers in Reflective Teaching in the Classroom

Cited by 9 publications

References 1 publication

The influence of accepting change, spirituality, and tenacity and competence on authentic leadership among novice teachers in Malaysia

The influence of accepting change, spirituality, and tenacity and competence on authentic leadership among novice teachers in Malaysia

Islamic Education Teachers’ Adaptation in Digital Learning during the Covid-19 Pandemic

Education in Malaysia: Educating for Inclusive-Holistic Growth, Political Needs…?—The Transformation of Vernacular and Particularised Education towards Integration into “Malaysian Education”

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