This chapter presented how data was analysed in this study. Two data collection phases were presented. Firstly open-ended questionnaires were thematically analysed during phase 1 of data analysis, while phase 2 of data analysis consisted of interviews.
Themes were also identified and discussed in this phase (interviews). The next chapter is based on conclusion and recommendations of the study.
CHAPTER FIVE
CONCLUSION AND RECOMMENDATIONS 5.1 CONCLUSION
The study investigated the practice of self-reflection by primary school teachers in the Mankweng circuit, Capricorn district, Limpopo province. The study also encouraged teachers to use reflective models during teaching. The main purpose of self-reflection is for teachers to reflect on their practice, in order to improve their teaching. In the literature review, the study explored how different countries and researchers view the process of self-reflection. Related literature was also reviewed in order to help the researcher to understand the process of self-reflection better and also to respond to research questions.
In investigating self-reflective practices, teachers were asked how they practice self- reflection during their teaching. The results revealed that not all primary school teachers reflect on their practice. Some reasons for teachers not to reflect on their practice are issues related to work-load. In terms of workload, the study has revealed that teachers do not reflect on their practice because they do not have time to do so due to the heavy work-load that they have. The study also revealed that it takes a passionate and dedicated teacher to reflect on their practice. As a result, teachers who reflect on their
practice are teachers who are passionate about their profession and those who always strive for improvement.
Self-reflection is about helping teachers to improve their practice; and teachers should always give themselves time to think about their practice. The research also examined teachers‟ opinions about the use of self-reflection. From the findings, the study revealed that even though not all teachers reflect on their practice; teachers know and understand the importance of using self-reflection in their practice. For example, the teachers were asked if they may succeed in their practice without using self-reflection.
The results revealed that teachers could experience difficulty in their practice if they do not use self-reflection. It is important for teachers to reflect on their practice and they should also identify some self-reflective models that may help them in their practice.
The study found that very few teachers know of different models of self-reflection.
Among the objectives of this study, the study also identified some possible self- reflective models that teachers can employ in their teaching practice. The study found that teachers besides not knowing of reflective models that are available to help them in their practice, teachers are not aware of how these models can assist them. In terms of self-reflective models; the study investigated how reflective models are useful to the process of self-reflection. The study revealed that reflective models help teachers to have knowledge of different approaches of doing self-reflection. Multiple exposures to self-reflective models help teachers to choose the reflective models that are suitable to their context. Different schools require different approaches to self-reflection; since schools are situated in different contexts. It becomes the duty of teachers to study the kind of environment that they are working in, and choose the reflective model that will be suitable to their environment or context.
Self-reflection helps teachers to improve their teaching. The use of self-reflection helps individual teachers to prioritise areas of their teaching. In this regard, teachers should always understand what comes first. For example, the study encourages teachers to reflect on each step or stage of their practice. The practice of self-reflection should start during the preparation stage until the implementation stage. This means that after preparation of the lesson, teachers should reflect on the lesson plan and see if it will be
suitable for the class or grade. Furthermore, the study also revealed that teachers should also reflect while they teach. This means that teachers should monitor while they are teaching if the lesson is going as planned; and if it is not going accordingly, they should adjust the lesson without affecting the outcome of the lesson. The study also found that teachers need to be equipped with knowledge or skills of doing self-reflection in a professional manner that will contribute towards the improvement of their practice.
Self-reflection of teachers should be compulsory for all teachers; the study revealed that not all teachers reflect on their practice. Some teachers in schools do not reflect on their practice due to some contextual factors. Teachers were asked to give their opinion with regard to the practice of self-reflection; the results revealed that there is a lack of motivation in schools that encourage the practice of self-reflection. Lack of motivation appears to be on the side of principals; and some teachers do not reflect on their practice due to lack of incentives, which could encourage them to reflect on their practice. The results of the study also show that some principals do not give teachers close supervision with regard to the practice of self-reflection; as a result teachers take advantage of this by not reflecting. Teachers need to take the practice of self-reflection seriously and make it a part of their daily teaching activities. In other words, as long teaching and learning takes place; self-reflection should take place as well.
Teaching that is accompanied by self-reflection has positive results. The results of the study show that teachers who reflect on their practice are likely to improve their teaching. The study further revealed that it takes a passionate teacher to reflect on their practice. This means that teachers who value self-reflection are teachers who want to lift their profession to the highest level. If self-reflection can be valued enough, the quality of education can improve in primary schools.
The study further revealed that there is a relationship between self-reflection and better results. In terms of self-reflection and better results, the study found that the way teachers practice self-reflection affect the results they produce. After each self-reflective process, there is a need for improvement (teaching improvement), and if teachers improve the way they practice their teaching; this will also result in improvement of results. The study finally found that teachers who reflect on their practice have the
opportunity to rectify their mistakes and improve. This shows that teachers who reflect on their practice are likely to produce better results.