VIETNAM NATIONAL UNTVERSITY, HANOT UNTVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ MINH THANH USING JOURNALS AS A MEANS OF TEACHER’S REFLECTION- ON-ACTION TO ENHANCE TEACHING QUALITY AT FACULTY OF ENGLISH — HANOI NATIONAL UNIVERSITY OF EDUCATION (Sứ dụng hình thức ghi nha ki dé ty dénh gid sau bai day ctla gido vién nhằm nâng cao chát lượng giảng dạy ở khoa tiếng Anh, trường Dại học Sư phạm Hà Nội) M. MINOR THESIS Field: English Teaching Methodolagy Code: 60.10 HANOI - 2012 VIETNAM NATIONAL UNIVERSITY, ITANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYEN TH] MINE THANH USING JOURNALS AS A MEANS OF TEACHER’S REFLECTION- ON-ACTION TO ENHANCE TEACHING QUALITY AT FACULTY OF ENGLISH — HANOI! NATIONAL UNIVERSITY OF EDUCATION (Sử dụng hình thức ghỉ nhật kí đễ tự đánh giá sau bài dạp của giáo viên nhằm nâng cao chất lượng giảng dạy ở khoa tiếng Anh, trường Đại học 8w phạm Hà Nội MLA. MLNOR THESIS Field: English Teaching Methodology Code: 60. Hoang Thị Xuân Hoa HANOI — 2012 TABLE OF CONTENTS Page DECLARATION ACKNOWLEDGMENTS ii ABSTRACT HỆ TABLE OF CONTENTS PART lL: LNTRODUCTION 1.
Aims of the studÿ. sesesntnee HH n0 0e rre Nv wow 3. Scope of the study. Methods of the study.
HHu re HH n0 0e rre db hos OB. Significance of the study. sesesntnee HH n0 0e rre Overview of the study Am PART U: DEVELOPMENT CHAPTER 1: THEORITICAL BACKGROUND 1, Reflective practice 1.3, ‘Types of reflection. 2, Journals as a means of reflection 10 2.
Functions and advantages of journals 2.3, Foous of journal wriling, 13 vi 4. Significance of the sludy This research provides an opporlumily for the participants im the target context to systematically reflect on their teaching, from which they can have their own assessinent of the effectiveness of journal writing as a means of reflection-on-action. This will accordingly lead to their decision on whether (o continue using journals in their professional development process or not. In addition, the findings on teachers’ obslacles when using this means of reflection will hopefully help to improve the effectiveness of this activity, which eventually aims at enhancing teachers’ self- development and teaching quality.
Overview of the study This paper is divided into the following main parts: Part T: Introduction - presents (he rationale, aims of study, rescarch questions, scope, method, significance, and organization of the study Part IT: Development - this part is divided into 4 chapters as [ollows: Chapter 1: Theoretical background — provides the thcorctical framework of reflective practice and journal writing Chapter 2: Methodology — describes the study population, the research design as well as data gathering instruments Chapter 3: Results and discussion - analyses and discusses data Chapter 4: Findings and implications - prosonts findings and implications. Limitations and suggestions for further research are also provided. Part II: Conclusion — gives summary of the research and limitations as well as suggestions for further study. Rationale Reflective practice has become a major focus in ESL/BFT.
leacher education programs worldwide since it is undoubtedly beneficial and cssential for professional growth and more effective teaching. As cited in Maat and Zakaria {2010}, refl ion has contibuled Lo self improvernent (Schon, 1983). This will lead to the changes in teachers’ cognition and teaching practices (Cooney, Shealy & Amold, 1997, cited in Maat & Zakaria, 2010). According ta Cohen and ITill (2000), reflection car be used as a tool 1o mvestigate Leaclong practices in order lo achieve meaningful educational reform Some people may argue that experience is the key to professional growth as toachers form routines and stratogics to deal with recurring silualions of leaching.
Ilowever, accarding to Parker (1984), research shows that “for many experienced lsachers, many classroom roulines arc] stralegies are applied almost automatically and do not involve a great deal of conscious thought or reflection” (cited in Richard and Lockhart, 1996, p. These researchers asserted that it is vital to examine oxperience in a systematic way so thal il can play a productive role. Sharing the same viewpoint, Odeh, Kurt, and Atamtirk stated that reflective practice allows teachers to “think about what, how and why they do it” and therefore “step out of routine action and make adaptations to match the needs of the learners” (p. Larrivee and Cooper (2006) also insisted that there are many reasons why teachers should be reflective.
One of the cbvious reasons is that they have to cope with a wide range of situations and make several decisions regarding Iheir students. Boing reflective and critical will help them effectively deal with complexities of classrooms. Another reason is that thore are growing demands on teachers, which may cause them to feel isolated. Systematic reflection could help teachers take control of their teaching and feel self-confident.
In addition, reflective practice helps teachers avoid routines and promotes responsibility for their actions As can be secon, the importance of reflection to professional development of teaching is undeniable. Lowever, although teachers are aware of the benefits and importanee of reflective practice. they do not apply it to their teaching practice. The facl thal.
several procedures lake place simultaneously during a lesson makes il difficult for teachers to be aware of their own teaching mistakes in classrooms and why they happen. This is illustrated by Richard and Lockart. (1996) when he quoted the comments by a number of teachers after watching their own videotaped teaching: J had no idea I did so much talking and didn’t let students practice. My pacing was iervible.
I didn't give students enough time to practice one task before going on to another. I did a bad job on the group work exercises. The students didn't understand what they were supposed to do. J seemed to ignore half the students in the class.
Conceming the use of reflective practice, the research by Odeh, Kurt, and Atamtirk showed that “there is a gap between theory and practice” and that the majority of participating teachers practice reflection-in-action and ignore reflection-on-actiou. a deeper level of reflection. The case of EFT. leachers al the Facully of English, Hanoi National University ol” Kducation (FOE HNUE) is no exception.
As a novice teacher, the researcher finds that reflective practice is of great value to professional development, however, from her own experience and observation as well as discussions with her colleaguss, this activity is not popular despite the teachers” awareness of its benefits. Reflection is cspecially of greal significance because teachers in this context are training teachers-to-be, and it is stated by Scales that “Reflective teachers are more likely to develop reflective leamers. If we practice reflection we can more effectively PART T: INTRODUCTION 1. Rationale Reflective practice has become a major focus in ESL/BFT.
leacher education programs worldwide since it is undoubtedly beneficial and cssential for professional growth and more effective teaching. As cited in Maat and Zakaria {2010}, refl ion has contibuled Lo self improvernent (Schon, 1983). This will lead to the changes in teachers’ cognition and teaching practices (Cooney, Shealy & Amold, 1997, cited in Maat & Zakaria, 2010). According ta Cohen and ITill (2000), reflection car be used as a tool 1o mvestigate Leaclong practices in order lo achieve meaningful educational reform Some people may argue that experience is the key to professional growth as toachers form routines and stratogics to deal with recurring silualions of leaching.
Ilowever, accarding to Parker (1984), research shows that “for many experienced lsachers, many classroom roulines arc] stralegies are applied almost automatically and do not involve a great deal of conscious thought or reflection” (cited in Richard and Lockhart, 1996, p. These researchers asserted that it is vital to examine oxperience in a systematic way so thal il can play a productive role. Sharing the same viewpoint, Odeh, Kurt, and Atamtirk stated that reflective practice allows teachers to “think about what, how and why they do it” and therefore “step out of routine action and make adaptations to match the needs of the learners” (p. Larrivee and Cooper (2006) also insisted that there are many reasons why teachers should be reflective.
One of the cbvious reasons is that they have to cope with a wide range of situations and make several decisions regarding Iheir students. Boing reflective and critical will help them effectively deal with complexities of classrooms. Another reason is that thore are growing demands on teachers, which may cause them to feel isolated. Systematic reflection could help teachers take 4.
Results of interview. Diffectiveness of journal writing 42. Difticultics in reflection process. CHAPTER 4: FINDINGS AND IMPLICATIONS 1.
Implications PART II: CONCLUSION 1. Limitations and suggestions for further study REFERENCES APPENDICES viii 2. Analysis of journals. Prompts for journal entries 14 2.
Guidelinos for writing journals. - lố CHAPTER 2: METHODOLOGY 1. Participants 2, Data collection instruments 2. HHu re HHu re 3.
ke ke CHAPTER 3: RESULTS AND DISCUSSION 1. Data analysis approach 2, Results of questionnaire 2.1, Teachers’ understanding of reflective practice.2, Teachers’ use of reflective practice 2.3, Teachers’ use of journals. Results of analyzing reflective journals. Parlicipant 4 vii PART T: INTRODUCTION 1.
Rationale Reflective practice has become a major focus in ESL/BFT. leacher education programs worldwide since it is undoubtedly beneficial and cssential for professional growth and more effective teaching. As cited in Maat and Zakaria {2010}, refl ion has contibuled Lo self improvernent (Schon, 1983). This will lead to the changes in teachers’ cognition and teaching practices (Cooney, Shealy & Amold, 1997, cited in Maat & Zakaria, 2010).
According ta Cohen and ITill (2000), reflection car be used as a tool 1o mvestigate Leaclong practices in order lo achieve meaningful educational reform Some people may argue that experience is the key to professional growth as toachers form routines and stratogics to deal with recurring silualions of leaching. Ilowever, accarding to Parker (1984), research shows that “for many experienced lsachers, many classroom roulines arc] stralegies are applied almost automatically and do not involve a great deal of conscious thought or reflection” (cited in Richard and Lockhart, 1996, p. These researchers asserted that it is vital to examine oxperience in a systematic way so thal il can play a productive role. Sharing the same viewpoint, Odeh, Kurt, and Atamtirk stated that reflective practice allows teachers to “think about what, how and why they do it” and therefore “step out of routine action and make adaptations to match the needs of the learners” (p.
Larrivee and Cooper (2006) also insisted that there are many reasons why teachers should be reflective. One of the cbvious reasons is that they have to cope with a wide range of situations and make several decisions regarding Iheir students. Boing reflective and critical will help them effectively deal with complexities of classrooms. Another reason is that thore are growing demands on teachers, which may cause them to feel isolated.
Systematic reflection could help teachers take 2. Analysis of journals. Prompts for journal entries 14 2. Guidelinos for writing journals.
- lố CHAPTER 2: METHODOLOGY 1. Participants 2, Data collection instruments 2. HHu re HHu re 3. ke ke CHAPTER 3: RESULTS AND DISCUSSION 1.
Data analysis approach 2, Results of questionnaire 2.1, Teachers’ understanding of reflective practice.2, Teachers’ use of reflective practice 2.3, Teachers’ use of journals. Results of analyzing reflective journals. Analysis of journals. Prompts for journal entries 14 2.
Guidelinos for writing journals. - lố CHAPTER 2: METHODOLOGY 1. Participants 2, Data collection instruments 2. HHu re HHu re 3.
ke ke CHAPTER 3: RESULTS AND DISCUSSION 1. Data analysis approach 2, Results of questionnaire 2.1, Teachers’ understanding of reflective practice.2, Teachers’ use of reflective practice 2.3, Teachers’ use of journals. Results of analyzing reflective journals. Parlicipant 4 vii encourage learners to reflect on, analyze, evaluate, and improve their own learning,” {p.14) Due to the importance of reflective practice in professional sclf-development and the above-mentioned current situation, it is desirable to introduce activities to promote teachers’ reflection-on-action.