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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
Introduction
Reflective thinking is one of the competencies that a pre-service teacher (PST) should demonstrate as underlined in the Malaysian Teacher Standard.
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Assist pre-service teachers to justify their selection of teaching methodology and pedagogical approach and to determine how they can improve themselves.
This case study attempted to promote a higher level of reflective practice among ESL PSTs via a reflective model named CoPORA.
Findings
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- Two stages in CoPORA model were difficult to execute
Arguments: -Teachers need to learn the sub-skills of reflection. (how to articulate their beliefs, gather evidence of their teaching, understand the evidence and propose solutions.) (Farrell, 2019).
-Teachers to be trained in both observing and reasoning ability so that they are better equipped to bring about changes in the classroom. (Sherin & Russ,2014)
Action stage: Not able to suggest effective measures to tackle the issues due to lack of creativity.
Rationalisation stage: -Teachers experience difficulty in assessing their own practice and observing learners' performances.
-Lack of sufficient input/lack of relevant skills on how to engage in reflective practice.
- Respondents demonstrated ability to use CoPORA in vlogs
Respondents' excerpts which showcased each of the 5 stages of CoPORA reflective model revealed that the respondents generally did not face difficulty in using the model.
Cognition: The respondents did that by first sharing the activity that they conducted in class and then proceed to provide rationale for their decisions.
Practice: -Respondents shared what they have enacted in their classroom.
-Respondents took great effort in describing what they did in their lesson.
Observation: The respondents reported their pupils' reaction, performance and their written outcome in observation.
Rationalisation: The reflection of most of the respondents were mostly instrospective, where they examined their own shortcomings in causing the learners not to achieve the lesson objectives.
Action: The respondents not only proposed the suggestions for their issue, but also offered the possible justification and the impact that their decision would have on the issue that they faced.
Methods
To capture the respondents’ actions, thoughts, opinions, and behaviour as a result of the use of CoPORA reflective model in their reflective practice.
Case study approach was used as it allows researchers to understand the respondents’ experiences, lived realities, to analyse and interpret a studied phenomenon which was pre-service ESL teachers engaging in reflective practice.
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 sub-urban primary schools of a city in East Malaysia.
The respondents were trained to use CoPORA and were encouraged to adopt the reflective model in their reflective practice throughout their teaching practice.
Three instruments were used to gather the necessary data needed for the study, namely the vlogs, the Practicum Reflection (PR) forms used by the respondents in their practicum and the focus group interview.
A vlog was chosen to be the medium to present the respondents’ reflection using the CoPORA reflective model. The researcher would transcribe and subsequently analyse the vlog content using the steps in the CoPORA reflective model.
A content analysis of the PR forms was carried out to ascertain whether there is a change in the level of the reflective practice of the PSTs as a result of the use of CoPORA.
Consent was given by 9 respondents and they will remain anonymous. Each respondent will have their PR form randomly chosen.
The rubric has 4 levels. Pre-reflection, surface reflection, pedagogical reflection and critical reflection.
Respondents were interviewed in four sessions of Focus Group Interview. the interviews will be categorised and grouped.
Consistency was ensured in the findings. The method follows a trustworthy process in the qualitative data gathered.
Conclusion
The study was conducted to investigate the use of a structured reflective model in CoPORA model could promote higher level of reflective practice among pre-service ESL teachers.
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Teacher educators can play a more significant role in coaching and scaffolding reflective practice among PSTs
The study also urges for future studies to explore reflective practice in a community or collaborative setting
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