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PROMOTING REFLECTIVE PRACTICE VIA THE USE OF 5 STEP COPORA REFLECTIVE…

- - - - Interplay of beliefs, knowledge, and thoughts which teachers hold onto and draw from in carrying out their professional work
        
        Elucidate their rationales for their lesson planning and selection of activities and resources
    - - Describe the practice and the events that have taken place in the classroom.
        
        Essentially the articulation of the cognition as a practitioner brings his or her cognition into reality
    - - Pre-service teachers mentally recalled what has transpired in the lesson that they had thought
        
        Can be coached to discover the gap between what they want to achieve in their lessons and how they did in the actual lesson taught.
    - - Formulating possible solutions to their problems.
        
        Able to filter problems in the classroom and subsequently brainstorm possible pedagogical solutions to overcome the issues that they faced in their lessons
        
        Thinking about "what could have happened, instead of what did happen."
    - - Teachers are to provide reasons for the challenges encountered in their classroom and provide possible explanations for them
        -Teachers spend adequate time to conduct rational analysis of the issues faced n lessons, focusing on a deep understanding of the roots problems.
- - - - 2) CoPORA also enables the PSTs to reflect on their cognition, recall the event, analyse the
        issues and provide possible solutions to what they have encountered.
        
        3) Based on Goldman & Grimbeek's (2015) statement on past studies, it is said that pre-service teachers tend to reflect poorly on their reflective practice as they "lack conception of what constitutes a good reflection, and at what
        level and to what extent they should reflect".
        
        In other words, CoPORA has guidelines in which it could indicate at what level and at what extend pre-service teachers should reflect in their reflective practice.
        
        4) CoPORA reflective models cover more aspects
        and reflect at a deeper level
        
        Example: The use of explicit framework in scaffolding reflective practice among pre-service teachers (Bloomquist, 2016; Goldman & Grimbeek,
        2015; He & Prater, 2014; Hrevnack, 2011)
      - A structured reflective model would
        assist the pre-service teachers in making a better reflective practice.
    - - Most of the times, a written text is based on Standard English, while in a spoken text, people can switch to different variables and researchers have little access to this. Most of the language used every day is spoken, but since it is difficult to have access to it, we have less knowledge on it.
        
        The second disadvantage is that a corpus will never tell you if a sentence is grammatically or syntactically plausible or not. A text can be written by anyone and since it enters the corpus, we have no way of distinguishing whether there are mistakes or not.
- - - - Scaffolding as a pattern that assists pre service teachers to acquire critical reflection during the reflective process (He & Prater, 2014).
        
        Use of CoPORA reflective model was instrumental in “structuring the tasks that may initially be beyond the teachers’ capabilities so they can focus without being overwhelmed
  - - - It helped me to really structure what I want to write in my reflection and rather than just stating the strengths and weaknesses, by using this model I can see like my reflection more structured. -FGI Alia
  - - - It makes it easier to do my reflection on the daily basis. At least I know already my focus and what I should reflect. -FGI Pamela
- - - - Most respondents have had no issue with articulating their rationale for the selection of activity.
        
        Most of their answers are learner centred
    - - In this stage, pre-service teachers would proceed with the recording of vlogs in the Action Stage.
        
        They proposed possible ideas and actions which they could take to remedy the issues they faced.
    - - They shared what they have enacted in their classroom.
        
        They took great effort in describing what they did in their lessons.
    - - Observe respondents not only proposed the suggestions for the issue, but also offered the possible justification and the impact that their decision would have on the issue that they faced.
        
        Make prediction of how their suggested actions could affect their pupils' learning, or they could better obtain the lesson objectives based on the issue reflected.
    - - They were asked to report on what they can notice for themselves from the activity that they have conducted.
        
        Observe learner behaviours and seatwork as indications of how well they did in the lesson.
- - - - FGI-Alia struggled to think about what are the future actions that she can take in order to improve her lesson during the Action part.
        
        FGI-Mikail agreed with FGI-Hannah, as he thinks that he's not creative enough in creating solutions
  - - - FGI-Ruth faced difficulties in doing the Ratonalisation part because she thinks that it's hard to find the cause of the problem that the students were facing.
        
        FGI-Richard have troubles differentiating between the observation and rationalisation part.