Reflective practices as the cornerstone for teacher development in the 21st century: Lessons from educators’ action research projects

Research has shown that reflective practices improve teaching practices, which makes them valuable in the 21st century where the teaching context is complex due to increasing technological innovations and diversity among learners. However, it is hardly practiced among teachers. As a result, the pres...

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Autores principales:	Musa Saimon, Fredrick Mtenzi
Formato:	article
Lenguaje:	EN MS
Publicado:	Universiti Pendidikan Sultan Idris 2021
Materias:	Theory and practice of education LB5-3640
Acceso en línea:	https://doi.org/10.37134/jrpptte.vol11.2.7.2021 https://doaj.org/article/3a07f24ac06b485e8847556585ac786b
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spelling	oai:doaj.org-article:3a07f24ac06b485e8847556585ac786b2021-11-30T01:53:31ZReflective practices as the cornerstone for teacher development in the 21st century: Lessons from educators’ action research projectshttps://doi.org/10.37134/jrpptte.vol11.2.7.20212232-04582550-1771https://doaj.org/article/3a07f24ac06b485e8847556585ac786b2021-12-01T00:00:00Zhttps://doaj.org/toc/2232-0458https://doaj.org/toc/2550-1771Research has shown that reflective practices improve teaching practices, which makes them valuable in the 21st century where the teaching context is complex due to increasing technological innovations and diversity among learners. However, it is hardly practiced among teachers. As a result, the present study aims at highlighting how reflective practices could improve teaching practices in a challenging context. The study adopted a Self-Study qualitative research approach. The data were collected through reflection, observation, and interviews from two collaborating researchers, primary school teachers, and students. Data were analyzed thematically. Findings show that reflective practices improve four main aspects of teaching practices namely assessment, teacher-student role in the classroom, teacher pedagogical competence, and teacher awareness on integrating ICT in the classroom and teacher proficiency in technology. It was revealed that RPs were effective in meeting TPD qualities. The study calls for teacher-educating institutions to ensure that teachers are provided with skills for developing reflective practices.Musa SaimonFredrick MtenziUniversiti Pendidikan Sultan IdrisarticleTheory and practice of educationLB5-3640ENMSJournal of Research, Policy & Practice of Teachers & Teacher Education, Vol 11, Iss 2, Pp 88-100 (2021)
institution	DOAJ
collection	DOAJ
language	EN MS
topic	Theory and practice of education LB5-3640
spellingShingle	Theory and practice of education LB5-3640 Musa Saimon Fredrick Mtenzi Reflective practices as the cornerstone for teacher development in the 21st century: Lessons from educators’ action research projects
description	Research has shown that reflective practices improve teaching practices, which makes them valuable in the 21st century where the teaching context is complex due to increasing technological innovations and diversity among learners. However, it is hardly practiced among teachers. As a result, the present study aims at highlighting how reflective practices could improve teaching practices in a challenging context. The study adopted a Self-Study qualitative research approach. The data were collected through reflection, observation, and interviews from two collaborating researchers, primary school teachers, and students. Data were analyzed thematically. Findings show that reflective practices improve four main aspects of teaching practices namely assessment, teacher-student role in the classroom, teacher pedagogical competence, and teacher awareness on integrating ICT in the classroom and teacher proficiency in technology. It was revealed that RPs were effective in meeting TPD qualities. The study calls for teacher-educating institutions to ensure that teachers are provided with skills for developing reflective practices.
format	article
author	Musa Saimon Fredrick Mtenzi
author_facet	Musa Saimon Fredrick Mtenzi
author_sort	Musa Saimon
title	Reflective practices as the cornerstone for teacher development in the 21st century: Lessons from educators’ action research projects
title_short	Reflective practices as the cornerstone for teacher development in the 21st century: Lessons from educators’ action research projects
title_full	Reflective practices as the cornerstone for teacher development in the 21st century: Lessons from educators’ action research projects
title_fullStr	Reflective practices as the cornerstone for teacher development in the 21st century: Lessons from educators’ action research projects
title_full_unstemmed	Reflective practices as the cornerstone for teacher development in the 21st century: Lessons from educators’ action research projects
title_sort	reflective practices as the cornerstone for teacher development in the 21st century: lessons from educators’ action research projects
publisher	Universiti Pendidikan Sultan Idris
publishDate	2021
url	https://doi.org/10.37134/jrpptte.vol11.2.7.2021 https://doaj.org/article/3a07f24ac06b485e8847556585ac786b
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Reflective practices as the cornerstone for teacher development in the 21st century: Lessons from educators’ action research projects

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