This dissertation investigated the self-reflection practice of primary school teachers in Mankweng District, Capricorn District. The present study examined the practice of self-reflection of primary school teachers of Mankweng Circle.
PROBLEM STATEMENT
AIM OF THE STUDY
OBJECTIVES OF THE STUDY
RESEARCH QUESTIONS
LITERATURE REVIEW
The results of James' study represent only experienced teachers; therefore, this study focused on the practice of self-reflection in Mankweng Circuit without first checking whether the teachers were experienced or not. They further mentioned that teachers were not sure if they were using the right principles of self-reflection.
THEORETICAL FRAMEWORK
During data collection, the researchers also investigated whether or not student teachers were taught how to reflect on their studies. He noted that better salaries and better working conditions can motivate teachers to reflect on their practice.
RESEARCH METHODOLOGY
Research Design
According to Leedy, a research design is a complete strategy of attack on the central research problem. The phenomenological research design is the type of research where the researcher is part of the everyday life of his/her population, collecting data (Criticos 2002:44).
Population and sampling
In this study, the researcher spent a few days getting to know the staff of the schools involved in order to collect information. The reason for choosing a phenomenological research design is that it enabled the researcher to be in a particular school for a particular period of time to find out how teachers practice self-reflection.
Data collection
For the second phase of data collection, six teachers were interviewed from each school; two from the basic phase, two from intermediate (male and female) and two from the senior phase (male and female).
DATA ANALYSIS
ETHICAL CONSIDERATIONS
The researcher requested permission from the Department of Education by writing to the Head of Department (Limpopo Department of Education) of Capricorn district. The researcher also indicated in writing to the principal that the research will not disturb the normal management of the school.
CONCLUSION
A literature review is an evaluative report of information found in the literature relating to the area of study. As such, the literature review emphasizes the impact of theory at every stage of the study from problem statement to data collection, analysis and interpretation (Le Compte and Preissle, 1993:151).
DEFINITIONS AND AIMS OF SELF-REFLECTION
The main focus of this study was to explore how teachers think about their teaching; to help them find relevant models to improve their practice. Teachers need to reflect on their practice in order to grow in their profession.
WHAT CONSTITUTES EVIDENCE OF SELF- REFLECTION?
The current study also highlights the issue of personal judgment in order to have a fair and effective self-reflection. Furthermore, teachers should consider personal judgment as part of the important aspect or process of self-reflection.
CHARACTERISTICS OF A REFLECTIVE PRACTITIONER
Moreover, they should also consider personal judgment as part of the stages of self-reflection; because it is necessary for teachers to assess themselves if they want to carry out self-reflection effectively. This means that a teacher must take responsibility for working on his/her development, so that the need for change in his/her practice emerges from his/her self-reflection.
BENEFITS OF REFLECTING ON TEACHING
They are more analytical and less judgmental when considering their teaching and that of others. The current study encourages teachers to reflect on their practice so that they gain a full understanding of teaching and learning; and it will help them grow professionally.
SELF-REFLECTION AND ITS IMPLICATIONS
Teachers need to organize their teaching experience in a sequential way that will enable them to reflect effectively on their practice. Teachers must regularly reflect on their practice; and we should also act.
THEORETICAL FRAMEWORK
Teachers should also realize that the more they reflect, the more changes and improvements will be seen in their teaching.
THE REFLECTIVE APPROACH
Richard (1998:18) represents the first view when focusing on the individual teacher's teaching process in the classroom. He argues that in reflective teaching "teachers and student teachers collect data about teaching, examine their attitudes, beliefs, assumptions and teaching practices and use the information obtained as a basis for critical reflection on teaching".
EMPIRICAL STUDIES ON SELF-REFLECTION
This study is relevant to the current study as it encourages teachers to take responsibility for their own teaching; and consider self-reflection as an important part of the learning process. Therefore, this study identifies the best model that can help teachers reflect on their practice. Storrs' study can help teachers consider self-reflection as an essential part of teaching that will help them improve their practice.
This study explored teachers' self-reflection practice in order to identify some of the barriers that prevent teachers from reflecting on their practice.
CONCLUSION
Although Gabriel's study was conducted in secondary schools and the present study was conducted in primary schools in Mankweng Circuit, comparisons can still be made between the two. This chapter focused on the research methodology and design that has been used to conduct the study. This includes the research approach, the research strategy, the data analysis, the role of literature and data collection techniques used in this study and the credibility of this study.
In this chapter, the researcher explored the methodology used in this study and the relevance of the methodology to this study.
RESEARCH METHODOLOGY
The purpose of qualitative research is to develop an understanding of individuals and events in their natural state, taking into account the relevant context (Borg and Gall, 1993:26). Proponents of qualitative research argue that their methods are particularly suited to the study of education because they are derived from the social sciences and are concerned with the study of human behavior and thinking in diverse settings. The current study fits the category of qualitative research because the interviews are characterized by the qualitative research approach (Vockelsen and Asher and this is one of the data collection methods that the researcher used in this study.
Proponents of qualitative research note that educational practitioners find it easy to read qualitative research reports and relate the findings to their own situation (Vockelsen & Asher, 1995).
RESEARCH DESIGN
The researcher used the qualitative methodology because he needed in-depth information to explain teacher's practices on self-reflection. The reason for choosing a phenomenological research design was that it enabled the researcher to be in a particular school for a particular period of time to find out how teachers practice self-reflection. The researcher formed part of the staff and was involved in the daily activities of teachers in these schools.
The most important thing at this stage was that teachers are not biased in providing information because sometimes teachers are too aware of the researcher; they may provide information just to please the researcher, but if they feel comfortable with the researcher and have developed a good relationship with him, the data collection process is easier.
POPULATION AND SAMPLING
The researcher used interviews as the teachers felt free to express their feelings or views for self-reflection during the interviews. At each stage, the researcher decided to interview men and women, as men and women view the process of self-reflection differently. The researcher tried to create a gender balance so that the findings of the study represent both genders.
Patton states that “the logic and power of purposive sampling lies in selecting information-rich cases for in-depth investigation.
DATA COLLECTION
The researcher distributed six questionnaires to each of the three primary schools in the Mankweng Circuit. The researcher used open-ended questionnaires because it gave respondents the freedom to express their opinions. The researcher in this study sought to understand how participants (teachers) view the process of self-reflection.
The researcher in this study was neither objective nor detached, but rather involved in the data collection process.
DATA ANALYSIS
From the information mentioned above, interviews are an important part of any research project (especially in a study like this that follows the qualitative approach), as they provided the researcher with an opportunity to investigate further and deeper. Interviews were also relevant in this study because most teachers are generally good speakers due to their chosen profession. They feel comfortable talking instead of writing because talking is part of their daily activities.
The interviews took place in a private place, where only the researcher and the respondent were present.
TRUSTWORTHINESS
CONCLUSION
The researcher first obtained permission from the Department of Education (DoE) and school principals to conduct this study. During the discussion with principals, they were asked to provide the researcher with a list of teachers from each school who teach in the primary, intermediate and senior phases. The teachers were then approached by the researcher who outlined the purpose of the study and were asked to sign the consent forms.
The researcher distributed open-ended questionnaires to the teachers to complete before the interview session.
DATA ANALYSIS
Phase 1: Open-ended Questionnaire
- Definition and process of self-reflection
- Importance of Self-Reflection
- Timing of Self-Reflective practice
- Value of Self-Reflection
- Use of Self-Reflection by teachers
- Challenges of Self-Reflection
Foundation phase teachers find self-reflection an important tool because it helps them to improve their practice. Foundation phase teachers use self-reflection to determine the relevance of resources in their practice. In essence, this means that self-reflection is there for teachers to improve their practice.
Higher level teachers further stated that self-reflection helps them to be accountable for their practice.
Phase 2: Interviews
- Knowledge of self-reflection
- Is self-reflection necessary?
- Timing of reflection
- Ways of self-reflecting
- Using self-reflection to improve practice
- Overall use of self-reflection
- Is teaching viable without self-reflection?
- Opportunities to self-reflect
- General views on self-reflection
The use of self-reflection helps teachers choose the standard that is appropriate for different grade levels. Self-reflection helps teachers at the foundation stage to check whether the lesson is suitable for students. The use of self-reflection helps teachers understand students and how to deal with them.
The use of self-reflection helps teachers think about the approach they use to improve.
CONCLUSION
The results showed that teachers could experience difficulties in their practice if they do not use self-reflection. In terms of self-reflective models; the study examined how reflective models are useful for the process of self-reflection. The study found that reflective models help teachers know about different approaches to self-reflection.
Teacher self-reflection should be mandatory for all teachers; The research shows that not all teachers reflect on their practice.
RECOMMENDATIONS
Recommendation of a new self-reflective model
A reflective practitioner as a critical thinker should always plan for option B, in case plans need to be changed or modified due to unforeseen circumstances. Finally, as a critical thinker, a reflective practitioner spends time thinking about negative things in their practice; but always thinks of ways that will help them grow professionally. Finally, the reflective practitioner ensures that he/she uses technology to allocate some of the resources.
The Big Four reflective model emphasizes that the reflective practitioner is always striving for improvement by solving problems that arise during teaching.
OVERALL REFLECTION ON THE RESEARCH
The influence of self-reflection on a teacher's perceptions of disruption: A case study of an African American middle school classroom. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL. I understand that the study involves the actual practice of teacher self-reflection; therefore my participation will remain anonymous in relation to publication, communication and dissemination of results/performance of teachers.
EDUCATION
