Exploring the reflective teaching practices among public elementary schools in the City Division of Balanga Imperatives on reflective teaching /
Tuazon, Annaliza D.
Exploring the reflective teaching practices among public elementary schools in the City Division of Balanga Imperatives on reflective teaching / [manuscript] : Annaliza D. Tuazon. - Balanga City : BPSU, 2017. - 108 leaves ; 28 cm.
Includes bibliographical references.
The researcher used a quantitative - descriptive cross-sectional in nature. This study explored the reflecting teaching practices among public elementary schools in the City Division of Balanga. Findings from this study served as imperatives on reflective teaching. This study used an adopted questionnaire to reflect on the teaching practices. The reflective teaching practices of public elementary schools in the City Division of Balanga in terms of pre-reflection, surface reflection, pedagogical and critical reflection with a overall mean value of 2.68 and standard deviation of agree or reflective teaching practices are evident as perceived by the teachers while 2.79 mean value and standard deviation of 1.22 as interpreted agree or evident reflective teaching practices. It is shown in the table that reflective teaching practices in terms of pre-reflection, surface reflection, pedagogical reflection and critical reflection of the study are found significant. The t-value and significance value of pre-reflection is (t=2.15;p<.020), surface reflection is (t=2.52;p>.002), pedagogical reflection is (t= 6.99;p<.013), and critical reflection is (t=4.81;p<.001). Since the significance value is found out to be below the margin of error of 0.01, the researcher rejected the null hypothesis which stated that there were significant difference in the reflective teaching practices of the public elementary schools in the City of Balanga, Bataan. This implies that the indicators of the reflective teaching practices could have differ among the perceptions of teachers and principals. Though generally, perceptions were both agree or evident. There were still things that need to enhance to improve the reflective teaching of these teachers. The importance of reflective teaching is further stressed by the fact that teacher education researchers have shown growing research interest in a wide range of reflective vii practice issues such as teachers' professional role identities and their reflective practice, reflective teaching constraints, challenges, and experiences developing teaching reflection inventory; case studies on reflective practice in an educational program, recruiting different instruments in reflective practices such as journal writing, peer videoing, research journal and action research protocols and awareness-raising on being reflective teachers.
Reflective teaching.
Exploring the reflective teaching practices among public elementary schools in the City Division of Balanga Imperatives on reflective teaching / [manuscript] : Annaliza D. Tuazon. - Balanga City : BPSU, 2017. - 108 leaves ; 28 cm.
Includes bibliographical references.
The researcher used a quantitative - descriptive cross-sectional in nature. This study explored the reflecting teaching practices among public elementary schools in the City Division of Balanga. Findings from this study served as imperatives on reflective teaching. This study used an adopted questionnaire to reflect on the teaching practices. The reflective teaching practices of public elementary schools in the City Division of Balanga in terms of pre-reflection, surface reflection, pedagogical and critical reflection with a overall mean value of 2.68 and standard deviation of agree or reflective teaching practices are evident as perceived by the teachers while 2.79 mean value and standard deviation of 1.22 as interpreted agree or evident reflective teaching practices. It is shown in the table that reflective teaching practices in terms of pre-reflection, surface reflection, pedagogical reflection and critical reflection of the study are found significant. The t-value and significance value of pre-reflection is (t=2.15;p<.020), surface reflection is (t=2.52;p>.002), pedagogical reflection is (t= 6.99;p<.013), and critical reflection is (t=4.81;p<.001). Since the significance value is found out to be below the margin of error of 0.01, the researcher rejected the null hypothesis which stated that there were significant difference in the reflective teaching practices of the public elementary schools in the City of Balanga, Bataan. This implies that the indicators of the reflective teaching practices could have differ among the perceptions of teachers and principals. Though generally, perceptions were both agree or evident. There were still things that need to enhance to improve the reflective teaching of these teachers. The importance of reflective teaching is further stressed by the fact that teacher education researchers have shown growing research interest in a wide range of reflective vii practice issues such as teachers' professional role identities and their reflective practice, reflective teaching constraints, challenges, and experiences developing teaching reflection inventory; case studies on reflective practice in an educational program, recruiting different instruments in reflective practices such as journal writing, peer videoing, research journal and action research protocols and awareness-raising on being reflective teachers.
Reflective teaching.