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Promoting Reflective Practice Via The Use Of 5-Step CoPORA Reflective…
Promoting Reflective Practice Via The Use Of 5-Step CoPORA Reflective Model:
A Case Study Of East Malaysian : ESL Pre-Service Teachers
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CoPORA Reflective Model
Observation
In this stage, pre-service teachers mentally recalled what has transpired in the lesson that they have taught.
Practice
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The practice is essentially the articulation of the cognition as a practitioner brings his or her cognition into reality.
Rationalisation
Teachers need to provide reasons for the challenges that they have encountered in their classroom and provide possible explanations for them.
Action
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Expert teachers are able to filter problems in the classroom and subsequently brainstorm possible pedagogical solutions to overcome the issues that they faced in their lessons (Haverback & Parault, 2008)
A critical aspect at the Action stage is the thinking about "What could have happened, instead of what did happen" (Mohammed, 2016, p. 26), where a teacher mulls the possible outcomes he or she should use as an alternative approach to solve the problem.
Cognition
Created based on the concept of teachers' cognition, which refers to the interplay of beliefs, knowledge, and thoughts which teachers hold onto and draw from in carrying out their professional work (Borg, 2015).
Teachers elucidate their rationales for their lesson planning and selection of activities and resources.
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Findings And Discussion
FINDING 1
To achieve the objectives of the lessons, rather than showing the underlying aspecct of their personal beliefs about language teaching and learning.
This could be explained through the pre-service teachers, their immediate concern was to complete their lesson assigned to them in teachig practice, so the focus would be successfully complete lesson objectives.
determine what are the possible reasons behind the issues that they have noticed for themselves earlier in the Observation Stage.
The respondents shared what they have enacted in the classroom. This stage has consistentl been the longest part in the vlog. It takes a great effort in describing what they had to do in their lessons
From the Vlogs by Alia round 2, she asked the class too read the text silently for about 3 minutes and they play a short games after that.
Observe learners behaviours and seatwork as indications of how well they did in the lesson that they were reflecting
The respondents reported their pupils reaction, performance and their written outcome. This is served as evidences for them to engage in their reflective vlogs.
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FINDING 2
The respondents’ reflectiveness was demonstrated by the entries before and after they were trained in the use of the model. The change in the level of reflective practice can be divided into:
The level of reflection:
- Unfilled
- Pre-reflection
- Surface Reflection
- Pedagogical Reflection
- Critical reflection
Critical reflection
The CoPORA reflective model helping respondents to structure their thinking, compared their experience of their practicum, have reported that prior to the use of CoPORA reflective model and only thought about their strengths and weaknesses, which could be due to the prompts given by the PR forms
In the second phase of practicum, the respondents followed the stages in CoPORA:
- reflect on their cognition
- recall the event
- analyse the issues
- provide possible solutions to what they have encountered
The CoPORA reflective model allowed respondents to extend their reflection to cover more aspects and reflect at a deeper level.
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Method
In this study, the researcher wished to capture the respondents’ actions, thoughts, opinions, and behaviour as a result of the use of the CoPORA reflective model in their reflective practice.
The case study approach would also be interpretive in nature, whereby it was utilised to analyse and interpret a studied phenomenon (Merriam, 2007), which was pre-service ESL teachers engaging in reflective practice.
In this study, the unit of analysis referred to the respondents, comprising a class of 14 pre-service ESL teachers who had completed two phases of their practicum in urban and suburban primary schools of a city in East Malaysia.
Three instruments were used to gather the necessary data needed for the study, namely the vlogs.
A vlog was chosen to be the medium to present the respondents’ reflection using the CoPORA reflective model as it is a more expressive and versatile approach to presenting ideas
The results of the study had undergone member checking with the participants to ensure that the data is understood within its contextual meaning as expressed by the respondents
The three sources of data gathered for this study also functioned to verify each other to ensure consistency in the findings derived from the study via triangulation.
An ESL lecturer with no vested interest in this study, who is from the same institution where the respondents were based, has been recruited to assess the level of reflection demonstrated by the respondents in the PR forms using the LRPAT rubric