Reflective practices for quality education in Malaysia: A mixed method approach

Teachers in Malaysia are expected to possess the necessary reflective skills to help them analyse and think through classroom situations that require diplomacy and sound judgement. This study examined the contributions of lifelong learning skills, self-assessment ability, self-belief, teaching aware...

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Autores principales:	Choy S. Chee, Sau-Ching Yim Joanne, Singh Sedhu Daljeet, Boheran Nudin Azlinda
Formato:	article
Lenguaje:	EN FR
Publicado:	EDP Sciences 2021
Materias:	Social Sciences H
Acceso en línea:	https://doaj.org/article/1acc477b20be432eb03f5e6d79dcc001
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id	oai:doaj.org-article:1acc477b20be432eb03f5e6d79dcc001
record_format	dspace
spelling	oai:doaj.org-article:1acc477b20be432eb03f5e6d79dcc0012021-12-02T17:15:22ZReflective practices for quality education in Malaysia: A mixed method approach2261-242410.1051/shsconf/202112407006https://doaj.org/article/1acc477b20be432eb03f5e6d79dcc0012021-01-01T00:00:00Zhttps://www.shs-conferences.org/articles/shsconf/pdf/2021/35/shsconf_icmesh2020_07006.pdfhttps://doaj.org/toc/2261-2424Teachers in Malaysia are expected to possess the necessary reflective skills to help them analyse and think through classroom situations that require diplomacy and sound judgement. This study examined the contributions of lifelong learning skills, self-assessment ability, self-belief, teaching awareness and reflective thinking in explaining the differences in teaching practices among Malaysian pre service teachers (PSTs). A mixed-methods approach was used to provide pragmatic knowledge that can be applied to further develop reflective thinking practices among PSTs. The sample of this study were 387 PSTs enrolled in Bachelor level programmes from which 11 of them volunteered to participate in the interviews. The quantitative data showed lifelong learning skills, self-belief, and teaching awareness had a significant relationship with reflective thinking. From the qualitative data analysis, PSTs were generally focused on the immediate challenge of becoming better teachers and were open to further education in time. Similarly, the results of the qualitative thread showed the PSTs were able to manage their planning, monitoring of students and evaluation of themselves and their relation to students, suggesting metacognitive awareness, a good indicator of established reflective thinking processes. Future studies will need to consider how this will influence how reflective thinking is carried out when they are practicing teachers.Choy S. CheeSau-Ching Yim JoanneSingh Sedhu DaljeetBoheran Nudin AzlindaEDP SciencesarticleSocial SciencesHENFRSHS Web of Conferences, Vol 124, p 07006 (2021)
institution	DOAJ
collection	DOAJ
language	EN FR
topic	Social Sciences H
spellingShingle	Social Sciences H Choy S. Chee Sau-Ching Yim Joanne Singh Sedhu Daljeet Boheran Nudin Azlinda Reflective practices for quality education in Malaysia: A mixed method approach
description	Teachers in Malaysia are expected to possess the necessary reflective skills to help them analyse and think through classroom situations that require diplomacy and sound judgement. This study examined the contributions of lifelong learning skills, self-assessment ability, self-belief, teaching awareness and reflective thinking in explaining the differences in teaching practices among Malaysian pre service teachers (PSTs). A mixed-methods approach was used to provide pragmatic knowledge that can be applied to further develop reflective thinking practices among PSTs. The sample of this study were 387 PSTs enrolled in Bachelor level programmes from which 11 of them volunteered to participate in the interviews. The quantitative data showed lifelong learning skills, self-belief, and teaching awareness had a significant relationship with reflective thinking. From the qualitative data analysis, PSTs were generally focused on the immediate challenge of becoming better teachers and were open to further education in time. Similarly, the results of the qualitative thread showed the PSTs were able to manage their planning, monitoring of students and evaluation of themselves and their relation to students, suggesting metacognitive awareness, a good indicator of established reflective thinking processes. Future studies will need to consider how this will influence how reflective thinking is carried out when they are practicing teachers.
format	article
author	Choy S. Chee Sau-Ching Yim Joanne Singh Sedhu Daljeet Boheran Nudin Azlinda
author_facet	Choy S. Chee Sau-Ching Yim Joanne Singh Sedhu Daljeet Boheran Nudin Azlinda
author_sort	Choy S. Chee
title	Reflective practices for quality education in Malaysia: A mixed method approach
title_short	Reflective practices for quality education in Malaysia: A mixed method approach
title_full	Reflective practices for quality education in Malaysia: A mixed method approach
title_fullStr	Reflective practices for quality education in Malaysia: A mixed method approach
title_full_unstemmed	Reflective practices for quality education in Malaysia: A mixed method approach
title_sort	reflective practices for quality education in malaysia: a mixed method approach
publisher	EDP Sciences
publishDate	2021
url	https://doaj.org/article/1acc477b20be432eb03f5e6d79dcc001
work_keys_str_mv	AT choyschee reflectivepracticesforqualityeducationinmalaysiaamixedmethodapproach AT sauchingyimjoanne reflectivepracticesforqualityeducationinmalaysiaamixedmethodapproach AT singhsedhudaljeet reflectivepracticesforqualityeducationinmalaysiaamixedmethodapproach AT boherannudinazlinda reflectivepracticesforqualityeducationinmalaysiaamixedmethodapproach
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Reflective practices for quality education in Malaysia: A mixed method approach

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