TY  - MANSCPT
AU  - Tuazon,Annaliza D.
TI  - Exploring the reflective teaching practices among public elementary schools in the City Division of Balanga: Imperatives on reflective teaching 
PY  - 2017///
CY  - Balanga City
PB  - BPSU
KW  - Reflective teaching
KW  - sears
N1  - Includes bibliographical references
N2  - 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
ER  -