4.2 DATA ANALYSIS
4.2.1 Phase 1: Open-ended Questionnaire
4.2.1.5 Use of Self-Reflection by teachers
Teachers were also asked if other teachers in their schools find the use of self-reflection useful. From the responses, the following comments are of relevance:
Different phase teachers mentioned that self-reflection give teachers a chance to:
Improve their level of teaching;
Identify some other methods of teaching;
Keep their work up to date all the time;
Monitors their progress;
Acquire knowledge about their own practice;
Learn how to manage their teaching practice.
To become lifelong learners;
Deal with stressful situations in their teaching;
Discuss their problems with colleagues;
Rectify their mistakes.
During the process of data collection, teachers were also asked if other teachers find the use of self-reflection useful in their school. Foundation phase teachers responded by saying that other teachers use self-reflection to improve their level of teaching. This means that they also reflect on their practice in order to improve their practice, therefore they should always think of ways that will help them to improve their practice. Teachers in this phase further stated that other teachers find the use of self-reflection useful as it helps them to identify other methods of teaching. Teachers should also reflect on the method they use to present their lessons, and thereafter they should also think of other appropriate methods of teaching. Teachers use different methods to teach, and the kind of method used depends on the context teachers find themselves in. It is through self- reflection that teachers can look at the method used and reflect if it is the best method for the lesson. Teachers in foundation phase also use self-reflection to keep their work up to date. This means that teachers use self-reflection to check the pace of their work, if they are moving along at the same pace as other teachers. The use of self-reflection in this instance will help them to keep their work up to date (Zeichner and Liston, 2005).
Intermediate phase teachers also find the use of self-reflection useful as it helps them to monitor their progress. Teachers should monitor their progress continuously, as this helps them to determine if they are making any progress in their practice. It is through the use of self-reflection that teachers may monitor their progress by identifying their strengths and weaknesses in order to work on the weaknesses for them to improve and make progress in their practice. Intermediate teachers also use self-reflection to acquire knowledge about their own practice. Teachers should acquire knowledge about their practice in order to know themselves better. If teachers want to improve in their practice, firstly they need know exactly what they want to improve. Self-reflection helps them to
identify areas in their practice that need to be improved. Teachers need to acquire as much information as possible about their practice, and this helps them to know how best they can deal with their weaknesses. After acquiring information about their practice, teachers may set subject meetings where they discuss their challenges and are able to solve them as a team. In cases where they cannot find a solution for a particular problem, external help may also be requested. Furthermore, intermediate teachers stated that self-reflection helps them to learn how to manage their teaching practice.
During the teaching process, teachers need to manage their resources and activities. It is through self-reflection that teachers are able to manage their teaching. They can do so by reflecting on the kind of resources that should be used and the kind of activities that should be given (Farrel, 1998).
Senior phase teachers view the process of self-reflection differently to that of foundation and intermediate phase teachers. They feel the use of self-reflection is important because it helps them to become lifelong learners. A lifelong learner means reading or advancing in knowledge within a particular field. Teachers should use self-reflection to identify some ways that can help them to improve their practice within their related fields. Teachers may also use self-reflection to identify areas where they lack knowledge and thereafter read related articles that add to their existing knowledge; this will assist them in becoming lifelong learners (Richard, 1998).
Senior phase teachers also use self-reflection to deal with stressful situations. Stressful situation in this context refers to barriers of teaching. Teaching can be stressful at times, especially if teachers are not sure of what to do. The use of self-reflection helps teachers to identify areas where they struggle in their teaching so that they can find ways to deal with those stressful situations. Teachers need to understand their practice better, and they need to give themselves time to reflect on their practice, so that they know exactly the kind of help they need.
It is also important that teachers discuss their challenges with other colleagues. The use of self-reflection helps teachers to note all the challenges they come across in their practice and discuss them during subject meetings. Teachers need to set subject meetings often so that they can discuss their challenges. Senior phase teachers also
stated that they use self-reflection to improve their practice. This means that if they want to improve their practice they need to care about their practice. In other words, they need to be responsible for all actions during their practice. Self-reflection then becomes central to their practice, for as long as they want to grow in their profession (Goodman, 2007).