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Empowering Professional and Ethical Competence on Reflective Teaching

Practice in Digital Era

Chapter · July 2018

DOI: 10.4018/978-1-5225-4050-2.ch007

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Miftachul Huda Kamarul Shukri Mat Teh

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136

Chapter 7
Empowering Professional
and Ethical Competence on
Reflective Teaching
Practice in Digital Era

Miftachul Huda
Universiti Teknologi Malaysia, Malaysia

Kamarul Shukri Mat Teh

Universiti Sultan Zainal Abidin, Malaysia

ABSTRACT

In the last decade, the reflective teaching practice has been considered to look at program and planning which
should be taken into action. However, the digital era has been shifted the way on teaching practice from direct
interaction to virtual one. It has challenges such as professional skills on online learning. This paper aims at
filling this gap by proposing the theoretical framework on reflective teaching practice referring to pay
attention to professionalism and ethical essence in the way that can be engaged to take seriously among the
school holders. In order to achieve the professional and ethical engagement on reflective teaching practice,
there are three core stages which should be taken into consideration in addressing the particular enhancement
towards the learning process. There can be viewed: enhancing professional skills in reflective teaching
practice, strengthening ethical empowerment in reflective teaching practice, reflecting the students’ learning
in maintaining the teaching performance.

INTRODUCTION

In the last decade, the issue emerging teaching practice including planning, subject matter
knowledge, using instructional materials, motivation, communication, and time management and
behaviour management skills has to seriously concern in addressing the collaborative enhancement
of pedagogic strength to give insights to prepare the teaching practice (Vescio, Ross & Adams,
2008). It is necessary to work collaborating with getting experiential basis on the recommendation to
tackle the problems with the serious concerns which need to conduct a good practice. Engaging
academic experiential learning basis should be considered in particular approach to ensure the
process itself with being better organised. In this view, attempts to have such a good preparation
through the practical implementation in teaching in the context of reflective teaching practice is
considered as the initiative in helping the teaching process through the program with a planning to
enable teachers to practice and analyse their performance. Looking at the teaching to be conducted in

DOI: 10.4018/978-1-5225-4050-2.ch007
 Empowering Professional and Ethical Competence on Reflective Teaching Practice in Digital Era

such good way should be taken into action a process where teachers think over their teaching
practices. It needs to analyse how to teach in particular approach in the practice improved to shift the
paradigm to achieve better learning outcomes. This refers to the way how the teachers with their
experienced personality have an essence to do from the process to self-evaluation (Beck & Kosnik,
2000; Zeichner & Liston, 2013). In this view, teaching practice can be viewed as the significant
effort in the knowledge transfer through collecting information to identify and explore the way to
manage the classroom. Moreover, practical basis associated with the beliefs could lead to the
changes and improvements in the teaching performance. However, the digital era has shifted the way
on teaching practice from direct interaction to virtual one where the adaptive teaching competencies
would refer to the basis of framework model, for instance big data approach (Huda et al, 2017a).
With this regard, the challenges such as lack of professional skills can be viewed in the online
learning (Loughran, 2002) and towards the ethical engagement in digital era as the basic foundation
in the learning process (Song et al., 2004) and social interaction at wide ranges (Huda et al, 2017b).

Furthermore, the emergences of such challenges in digital era or Information and

Communication Technology (ICT) including its particular use among the users through social media
would give the impact into the behavioural challenges along with the student-teacher relationship
(Campbell, 2009) and even cyber bullying (Erdur-Baker, 2010). As a result, attempts to find out the
particular way to adopt the way in underlying professional competence to lead to the reflective
teaching practice become a pivotal aspect to transmit the knowledge in supporting and extending the
organizational memory. In order to assist the extent of teaching practice within professional and
ethical competence in digital era, enhancing particular enhancement on the way of managing the
disperse nature of knowledge has to do entirely with the diverse set of knowledge carriers. This
initiative should be taken into consideration through adopting the potential key performance to
generate the teaching practice in resolving the challenge between institution and organization. As a
result, concerning the contribution which addresses the technical structures in emphasising the
framework of on social system would give the feedback on strategy and application in reflective
teaching practice. Although many studies conducted in the same field, there has been lack of
scholarly attention on the way reflective teaching practice should be engaged with the professional
and ethical balance in digital era. In particular, the critical discourse with understanding the attempts
to align with teaching practice will enable to get essence with a valuable contribution to focus on
strengthening the exploration in the effort to empower teaching practice. It is reflected in focusing
comprehensively on encouraging teacher education in appropriate way to integrate the modes of
decision making supported by integrating the feedback levels to transmit decision-learning structures
in this digital age with technical tools of ICT.

Attempts to create the extent of feedback would need to demonstrate inherent contribution
along with this basis for filling the gap in the background. As a result, the aim of this chapter is to
examine the insights to empower professional and ethical competence to underlie the reflective
teaching practice. Since the role of professional skills combined with the ethical basis on reflective
teaching practice, this framework model refers consider in particular enhancement in the way that
can be engaged to take seriously among the school holders. As a result, attempts to pay particular
attention in stressing the professionalism and ethical essence should be concisely engaged with the
model of the innovative way. Moreover, the particular objective which will be presented in this
chapter refers to strengthen the exploration in the effort to empower teaching practice reflected in
focusing comprehensively on encouraging teacher education with professional and ethical balance,
especially in the digital era. In particular, exploring the systematic approach of professional and
ethical competency for the teacher associated with reflective teaching practice could potentially be
applied in the education setting. Such objectives could be added in particular in terms of elucidating
the innovative basis which could be enhanced with a wide exchange of empowering professional and
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 Empowering Professional and Ethical Competence on Reflective Teaching Practice in Digital Era

ethical basis with reflective teaching practice. Towards this innovative approach, the potential value
of this chapter attempts to build the constructive basis in proposing the framework model in
strengthening professional and ethical basis to underlie the process of teaching practice.

LITERATURE REVIEW
Significance of Reflective Teaching Practice
As the part of supporting the teaching practice, the insights of reflective enhancement in the context
of school and Higher Education (HE) should be a pivotal role to deliver the initiation on knowledge
transfer. In terms of determining the practical approach to support teaching enhancement, the model
of transferring the knowledge with its practical way in the aspect in reflecting the practice would be
enlarged with actual performance on action and reflection in action. Through conducting the practice
mainly configured into reflecting the teaching practice, it has to do with developing the process
which can be seen as the key features viewed into some initiations to present the dimensions
integrated to give insights into teaching practice with reflective basis (Samuelowicz & Bain, 2001).
The key features which can make teaching process more valuable in terms of knowledge transfer
should possess the initiative on recognising the self-ability in the sense which may support the
personal development. Moreover, this improvement needs to entirely engage to have the
commitment in making evaluation performance. This could be usually employed through the
classroom observation basis (Anshari et al., 2017). In this view, the procedural stage to conduct in
assessing the teaching professionalism may be enhanced with systematically evaluating the link of
theoretical basis into the practical attainment. Through getting aware about the rules connected
smoothly into the practical basis between theories and beliefs, attempts to maximize the learning
potential has to go through addressing possibilities on carrying out the strategies organised into idea
with the alternative perspectives. In order to enhance the performance quality on teaching practice,
incorporating the process through structuring actions and beliefs assigned with the commitment to
the knowledge understanding referring to the theories should be continued to develop the ability to
recognise the issue pertaining to the sustainability enhancement. In terms of enhancing the quality
about the teaching in the sense which needs to improve the initiative on the teaching practice, an
effort in reflecting the practice employed with the concern of applying the teaching enhancement is
entirely an important approach in the practice basis with referring to guide teachers to strengthen
their reflective teaching practice. Concerned with maximising the reflective initiation, the basis of
planning to embark the future action to get active benefits towards the self-continuous improvement
becomes entirely a disposition to inquiry to underlie the teaching for the purpose of professional
development.

In addition, the initiative to strengthen the reflective teaching practice has been determined
with the innovative teaching (Bravo Ibarra et al., 2010) through the use of the current application
mode for instance big data approach into the adaptive teaching technology enhancement in big data
framework (Huda et al, 2016a). In terms of the practice with the technological adoption, teaching
competencies engaged to give insights into pedagogical skills can be enlarged to guide the teaching
practice in the way which underlies the reflection on getting the practical level. With possessing the
good personalities assigned into social awareness, the significant initiatives engaged into the
professional practice to lead to the better teaching practice need to obtain the qualification programs
which ensure the capability and standard to be achieved among the teachers (Yorke & Knight,
2004). Through giving the programs amidst the teachers’ reflective practice, gaining the standard of
performance which the government concisely issued refers to the standard and qualification basis in
order to support the teaching practice. In this view, the particular attainment in the attempts to
enhance the quality of teachers could lead to the academic backgrounds with upgrading their
performance through attaching their incentives for professional progression. With taking
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 Empowering Professional and Ethical Competence on Reflective Teaching Practice in Digital Era

consideration to develop the initiative in improving the education quality, the commitment to
upgrade teaching performance should do with ensuring the attempts to understand and apply the
standards which explicitly refer to possess the teaching abilities to be the good teachers. In
particular, to be given an entire chance to go through articulating the certification program in the
way which can be appraised by passing teaching with experiential basis, professional development
has to be involved with work loading on the certain subject which fits to the qualification on the
teaching practice (Gallego, 2014). It is necessary to possess the commitment to practice through
strengthening performance standard record. With this regard, the certification program would be a
point of view in showing the teaching performance to present their abilities.

In further, the initiative to improve the teaching skills performance should bring along with
considering to reflective basis on practical enhancement. Looking at the aim with referring to the
reflective practice in order to refine the activities of professional development, setting goal with
behaving better application on the reflective practice refers to the basis of emerging trends on
leading to be an important indicator of professional competence. With this regard, achieving this
initiative with applying for in-service education or service learning for instance (Huda et al., 2017c)
might be enhanced to reach the standard of procedural stage in setting the goals. With a better
application through thinking skills and practical basis to be reached, the need to apply for the
teachers’ reflection has a significant role to convey information in this way which becomes a pivotal
view to ensure their abilities to the knowledge transfer. As part of the teachers’ commitment to
conduct the potential value to be used amongst the school level or HE context, developing reflective
enhancement should be exerted within action with actual performance to be connected into the
teacher standards. In particular, carrying out the reflective basis on the teaching practice in the sense
which can give insightful view into developing the reflective thought can be viewed to analyse with
interpreting the issues emerging the problems amidst teaching practice. As a result, getting benefit
through reflecting the particular enhancement in possessing better teaching performance should do
with aligning both meaningful basis delivered into the processes and opportunities in teaching and
learning. In particular, the professional development needs to continue in improving the focus on
actual initiation conducted through classroom research basis in the basis of obtaining the teachers’
appraisal. Through action research with scientific publication to lead to the career development,
attempts to deal with solving the issues which made the sense with eager to have learning basis in
obtaining the achievement criteria. In this view, reflecting the potential value which can enable the
teaching process to be more intensive with addressing the current trends, like digital era or big data
would make the behavioural substance in the sense to point out the strategic initiation.

Reflective Teaching Practice in Digital Era

In looking at the reflective teaching as determined in the classroom basis, thinking skills with the
logical reason in the sense which energises the way to apply for getting involved in working with the
process of personal and social observation in the context of self-evaluation basis could be enhanced
through collecting information pattern to be delivered with carrying out analysing and evaluating
what goes in the classroom. In this view, attempts to achieve this information identified to explore
the own practical enhancement assigned into the beliefs would lead to shift the paradigm in
underlying the improvements in reflective teaching practice. Moreover, the initiative to recognise the
students’ learning would be viewed through the assessment with a particular approach in the way of
what members learn about student knowledge. Through assessment which enables the learning
outcome in a good point of view, the effectiveness of own teaching assigned with reflective basis
could be combined with learning from what has been taught within planning the course around what
they want students to know and be able to do through development of student learning outcomes
(Huda et al., 2017d; Maseleno et al., 2017). With this regard, getting active to reflect on the
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 Empowering Professional and Ethical Competence on Reflective Teaching Practice in Digital Era

significance between what the students obtain to know should bring along with the way to achieve it
though assessments so that the reflection could be enhanced from the teaching practice employed in
the classroom. The particular attainment which enables to tackle the issue in addressing the direction
can be employed to give insights into the large numbers of students in achieving their goal setting.
As a result, reflective teaching practice could be enhanced to have such direction in giving the
particular systematic reflection in developing the commitment to work with engaging the habit in
teaching practice.

In addition, analysing the reflection towards the aspect of a lesson which can be delivered to
expand the reflective practice is being exerted to consequently describe such practices in a wide
range of determining the insights on social, ethical and political implications of teaching practice. In
this view, there are many parts of elements which should be taken into consideration including the
repertoire of knowledge, dispositions, skills, and behaviours referring to the practical basis
(Loughran, 2002). It can be viewed to determine in outlining the reflective practice as the
performance committed to create reflective process on the daily basis of decision making assigned
with addressing the significance of problem-solving. With regards to expanding the range of
particular descriptions to achieve an entire process with the numerous stages, levels, dimensions, and
also types of reflection, getting value of meanings would make the beneficial significance in order to
lead to the attempts to see the differing types of reflection (McKernan, 2013). Generally viewed as
an indicative reflection to identify the wide range of levels, it is necessary to point out the
development of reflective practice entirely determined in advancing the initiatives in getting actively
involved into training programs within the teaching quality performance. In order to achieve the
students’ performance, the alignment between instruction, practice and assessment activities, being
involved into developing the teaching quality needs to set up the directions on describing many ways
to accomplish a systematic assessment. With this regard, addressing the characteristics of excellent
experimental value to enable the teaching process would systematically reflect on the analysis of the
assessments accomplished among the faculty members with their potentials in obtaining the quality
from the better instructors as the opportunity to analyse student learning by improving the quality of
instruction. In terms of applying for the theoretical basis assigned to the classroom practice in
observing and reflecting on the process with the outcomes, providing the activities referring to apply
their understanding and adapting the theory and into the classroom basis becomes the valuable
insights in making commitment in a wide range of the application basis between teaching theory and
teaching practice.

In line with pointing out the attempts to adapt the theory and practice in digital era, the
consequence of being committed to conduct the professional abilities with emphasising both
individual and social basis community in the way to transform the practices by collaboratively
developing tools to mediate their teaching activities. As such, the tool here can be generated into
deliberately engaging to develop new conceptions, models, and instruments in the sense which can
transform the way of teacher practice. It emphasizes the importance of generating classroom
observation with sharing, and jointly unifying rationale among the instructor in managing the
classroom. Through reflecting the theory to adjust teaching practice, attempts to enable the instructor
to refine the concepts which ensure to acquire professional development on the theory and tested in
the reflective practice cycle would be enlarged to build practice and reflection that the teacher
acquires through observing and exploring ideas. In particular, the exploration from reading absorbed
into the cycle of theory would continue providing the particular programs to support their abilities to
reflect throughout conducting evaluation. Moreover, this side might be followed with gaining new
experiences through self-evaluation in order to test adapted theories to achieve the quality better to
go beyond reformed management and universal teacher upgrading (Gallardo-Echenique et al., 2015).
This refers to the models of reflective teaching practice which rises to enhance the significance in
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 Empowering Professional and Ethical Competence on Reflective Teaching Practice in Digital Era

assisting teachers to improve the education quality. By addressing reflective teaching to enable them
to solve several issues regarding teachers’ professional development, upgrading the reflective
initiation towards the reflective practice mainly in digital era is entirely underlying a main tendency
to collaborate good teaching assigned with learning practices (Yorke & Knight, 2004). As an attempt
to enhance the teachers’ ability to transmit the learning acquisition material, the initiative to show
the reflection is required to have better teacher-student relationships. As a result, digital-based
reflective practice would become an insightful pattern to transform the way of teaching with fully
understanding of what is being taught associated with contemplating the reflective practice amidst
digital technology. It is significant to point out reflective practice referring to the teaching
performance explored through learning documents in the sense which derives from student test
results conducted in the classroom action research. The way to enhance to the teaching improvement
quality should do with developing classroom management skills (Loughran, 2012). Improving
teaching quality refers to the making of habit from what is reflected among the teachers’ standards
together with developing the reflective practice. With regard to the way to develop continuing
professional development, reflection on competence practiced among the intended policy of
implementing teacher standards with certain competence is determined to possess the particular
enhancement on professional teacher in-service instructor. The extent of this standard would be
enlarged to enhance the pattern of reflection model in applying to ensure the possibility to conduct
the valuable insights of reflective teaching practice. In particular, critical reflection in basis of digital
age should go through upgrading the level of pedagogical reflection which can be employed through
managing the teaching practice. With addressing the potential to engage in considering solving the
issue of whether teaching practice would have a significance to give insights into the learning
process among the students from different cultural backgrounds, the insights of reflective practice in
digital era would need to think critically about one assigned to particularly engage into the one’s
assumptions and one’s teaching choices and actions. Through critically examining the reflective
teaching basis, they will become more aware of the significance of reflective practice to underlie
their professional performance with the desired goal setting to be achieved.

Between Professional Skills and Ethical Competence on Reflective Teaching

Practice
Considered as the key of distinguishing between possessing the skills and sense of what is right and
wrong assigned into professionalism, ethical competence refers to enhance the practice entirely
engaged into the stage of technical competence (Kulju et al., 2016). With behaving skills and
pointing out professional occupations, the true sense of professionalism associated with ethical
competence needs to take into account in terms of extending policies considered to support reflective
practice. In this view, considering the skill and competencies through carrying out training
programs, the effectiveness in teaching practice to give a feedback to the students’ learning can be
incorporated through planning on what to do in terms of many ways in accomplishing the strategy
on teaching performance (Bravo Ibarra et al., 2010; Brownlee, Purdie & Boulton-Lewis, 2001). An
attempt with the methods of maximizing the opportunity for the student’s learning to improve
teaching practice in working with reflecting the general observation into the viewpoint in carrying
out workplace commitment needs to enhance in producing the insights of development of
professional learning. At this point of view, getting engaged to adopt teaching practice associated
with experiential based approach which should be taken among the teachers best placed in effective
pedagogical practices. Among those which can be viewed such as strengthening innovative approach
on teaching set in the university level through big data approach (Huda et al, 2016a), adaptive
technology skills with the careful engagement in the digital era (Huda et al, 2017e) which can be
engaged into empowering the adaptive competencies on learning basis of big data approach (Huda et
al, 2017f) and using learning approach to support with digital technology (Anshari et al, 2017; Huda

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 Empowering Professional and Ethical Competence on Reflective Teaching Practice in Digital Era

et al., 2018a). As a result, selecting and using high-quality resources with the particular pedagogical
approach competently in the strong awareness can be incorporated to demonstrate the effectiveness
in selecting the particular program in the basis of reflecting the teaching practice in order to respond
the identification into the student learning needs (Krumsvik, 2008).

Towards the ethical competence in teaching practice in obtaining the measure of ethical
competence, it is necessary to point out the skills which can give a particular approach to take
consent on protecting the diversity and freedom in the modern world (Brookfield, 2017). In this
regard, the ethical competence needs to bring along with enlarging the teaching quality in terms of
committing actively to achieve the insightful outcomes basis. In this regard, the practice to bring the
ethical competence is entirely the pivotal view of the skills into the significance of enhancing the
ethical enhancement which refers to carry out reflective teaching practice. In addition, the
development of professional skills with practical inquiry may enhance the lesson study about
teaching integrated with well organised strategies. It refers to bring the observations in showing the
frequency and relevancy on a larger scale to meet similar challenges which teachers face. Integrating
the teaching practice reflected the professional and ethical balance aims at forming teaching from
learning by doing. It can be seen that the teacher while giving the subject matter has a wide chance
to implement it in real life. With this regard, the students may follow what to convey through lesson
studies in the classroom. Through emphasizing the workplace commitment, teaching practice in this
view would need to enhance the initiative in taking place in order to tackle the challenges. Moreover,
through attempting the collaboration assigned into networking and formal training enhances the role
of teachers in integrating the learning by doing. As considered into the organizational culture in
general for instance, and open communication atmosphere in particular much, the innovative
approach to transform the knowledge and development ideas in which they will exert their expertise
may influence the workplace development by taking seriously in the way that is transmitted to the
cultural dimension among the teachers. It indicates that to work professionally with strengthening
practical level to make a formation into the reflective practice in the teaching style (Djoub, 2016), it
is necessary to constitute the learning culture with traditional wisdom enhancement for instance
(Huda et al., 2017g) in the sense that the wide range of teaching practice becomes the key to assist in
better understanding what an educational system should go through the way that the practice is a
coherent and complex form in terms of schools, regions and countries, and the concept of practice
within socially established cooperative human activity (Beck & Kosnik, 2000).
In further, the activities arranged into the comprehensive characteristics of teaching practice
should be taken into consideration in employing the teaching practice with special form given to the
educational practice. Through certain ways of employing the entire value to conduct for the teaching
purpose, it refers to the form which can be transmitted among the schools in the sense which can be
used to describe what has been employed to do with the discourse to be understood among others
(Smith & Lev‐Ari, 2005). With regard to conducting the initiative on what to be employed through
the social setting, transmitting the particular enhancement by taking concern to enable the teachers to
get involved into the particular ways of this indicator is concerned into the representatives of teacher
education with the particular elements of transiting the knowledge distributed in the different
discourse of activities. It can be supported to give the society with an example of complex practice
in the basic practice level. In addition to the era of digital age from live interaction to virtual one, the
role of teachers in personalizing professional and ethical competence to strengthen their experienced
performances in underlying certain ways is widely known as the newly qualified teacher, which may
concern the integrated commitment on the individual experience to be determined as an early career
teacher (Teo, 2009). Moreover, with regard to the personal level among the teachers in the social
space related to each other transmitted into the generality based on giving the awareness of the way
to perform, it concerns the learning preferences with engaging the ability to see what is going on
during the learning process (Othman et al, 2016). The particular competence is supposed to underlie
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 Empowering Professional and Ethical Competence on Reflective Teaching Practice in Digital Era

their practice through the particular ways mainly into the digital-based virtual space. As such, since
the issues in the various levels of generality (Brownlee et al, 2001), the need to strengthen the
competence in terms of professional development and ethical foundation among the teachers in
preventing the challenges should be incorporate to reflect on such skills among them about the
effectiveness of their own teaching. As a result, constituting the problems and challenges, this
chapter attempts to examine the insights of reflective teaching practice in the digital basis in the
sense that how the teacher should do in the era of the digital age in terms of professional ability in
managing class together with paying serious attention to an ethical foundation.

METHODOLOGY

This chapter attempts to examine the insights of professional and ethical basis on reflective teaching
practice through employing some stages on the literature review. The professional and ethical
balance among the teachers with their empowerment of reflective teaching practice has to do with
the outstanding outcome achieved by strategy and application of pedagogical skills and
technological adoption. Associated with professional and ethical balance, this chapter will establish
recent reviews on professional and ethical balance in empowering reflective teaching practice. The
investigation will be conducted using keywords of professional and ethical balance and reflective
teaching practice from peer-reviewed journals and books. After removing duplicates and articles
beyond the scope of this study, such articles will be selected for reviews. In particular, a systematic
review with text-based analysis will be employed to integrate, evaluate and interpret the findings of
multiple types of research from recently grounded theory. Those ideas will be combined to identify
their common core elements and themes. Then, key elements into interpretations, conceptualizations,
and modelling of professional and ethical balance associated with reflective teaching practice will be
analysed and synthesized. In particular, to embed such systems both in practice and theory, this
profound discussion at a conceptual level will be transformed into technical requirements and
specifications.

ANALYSIS AND DISCUSSION

Empowering Professional and Ethical Engagement on Reflective Teaching
Practice

Professional and ethical engagement would be significant if employed through developing the
approach to begin with considering an opportunity to get better in learning and teaching process with
the multichannel interactions. In this digital age, consequently multichannel interaction provided by
big data approach is taken as a channel which might involve multitude for instance the products
package like website-based retail location or promotional event determined to be the ability to
interact with various platforms of potential students (Bates & Poole, 2003). It would make easy for
the teacher to do in presenting the lecture to be more effective through multichannel link to be
enhanced in terms of supporting the good supply chain management systems in offering channel
contribution to be delivered among the students in accessing the attribution to achieve the best
results from best practices (Chen & Zhang, 2014). The need to take understanding and awareness of
using multiple channels including web, social media and others should bring along with engaging
the customers in taking the initiative to concern the better application for the reflective teaching
practice (Lawless & Pellegrino, 2007). In this approach, providing the multichannel in adopting
digital devices and also the platform like big data would enable the teaching practice to obtain the

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 Empowering Professional and Ethical Competence on Reflective Teaching Practice in Digital Era

best performance in enhancing the workplace learning. It is necessary to conduct the initiative in
enabling the teachers to have the chance in engaging their students necessarily through delivering
and optimizing the students’ voluntary data from their experiential track record. In particular, they
would take responsibility and initiative for their learning. As the process of giving someone
systematic instruction involving the appropriate knowledge, values, habits, attitudes and behavioural
patterns, the useful and acceptable manners can be applied to describing innovative teaching using
trait-based approach (Lawless & Pellegrino, 2007). Based on the wide range of devices like tablets,
smartphones, and laptops used to interact with others while used to gain the learning materials, it is
needed to interact with developing the critically reflective teacher. Moreover, encompassing the
capacity of critical inquiry and self-reflection would need to gain ethical implications with critical
basis of inquiry in the sense which can perform the consciousness to be considered in particular
approach on classroom practices among the students. Considering the moral consequences in
meeting the ethical dilemmas, getting the routine in maximizing the opportunity to explore the
theoretical basis on the evaluating judgments which the students can manage working together with
joining partly an ethical decision.

In addition, attempts to explore the inquiry of self-concept with being aware of self-
reflection need to bring the commitment to consider employing to possess the consciousness to go
through critical inquiry in attempting the dimension of personal beliefs and values. With this regard,
the deep examination embodied in the assumptions which can make teaching practice more valuable
in the sense that teachers make their achievement supposed to reflective practitioners with the
expectations which they may obtain in the teaching practice. Moreover, critical reflection with
critical inquiry assigned into the self-reflection has a point of view in determining ethical skills and
professional abilities associated with the belief systems. The use of merging the two concepts of the
distinguishing attributes of critical reflection would need to get involved in the discussion purposes
in the examination of addressing the consequence on the ethical implications together with the
impact caused towards the teaching practices (Korthagen, 2005). With the deliberate consideration
typically into the reflective thinking, critical basis on the thinking performance in the sense which
can manage the way of thinking refers to engage into the reflective judgment assigned into
recognising the acceptance towards uncertainty by addressing the dilemmas which may emerge in
the teaching practice. Towards the reflective teaching practice, attempts to embark the initiative to
tackle the issues should bring along with the critical reflection in that teaching performance might be
an entire consent with a significant role in the process of the reflective practice.

Moreover, the capacity to enhance the recognition in asserting the issues which may emerge
is necessary to point out the understanding wisely to manage based on the need to solve. It is
required to the reflective teaching practice to combine with asserting the tendency initiated into
engaging the preparedness on the uncertainty. In this view, the dilemma and problem could be
managed in the basis of gathering the information related to the point of issue in the sense that
teaching practice could be prepared well in giving insights into the reflective thinking (Lawless &
Pellegrino, 2007). It indicates that the particular enhancement to signify the capacity to explore the
theoretical basis of the knowledge understanding should do with recognizing the problem or
dilemma. Through the acceptance of uncertainty, the dissonance created in the particular problem
can be prepared with bringing the ethical enhancement and professional abilities to provide the
enough supplements for the reflective teaching practice. In further, in order to become an active
teaching practice, there is a need to entirely inquire continual evaluation of beliefs, in the sense that
would get involved in the assumptions assigned with the consequence of taking the examination
process. Through enhancing the preparation on generating reflective thinking practices, transforming
teaching practice is needed to provide the decisions making prepared into aligning with remaining
further scrutiny in reformulating critical inquiry for reflective thinking practice apart from operating
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the highest stage of reflective judgment (Light, Calkins & Cox, 2009). In this regard, attempts to
know in providing the solution with recognising the characteristics about the critical reflection
enhanced to develop the hypothetical conjecture of self-reflection assigned into what any solution
would be given into recognizing the temporary nature mainly proposing the theoretical basis on the
cognitive problem solving. In particular, the recognition of attributing greater influence to the role of
critically challenging self-imposed limitations as well as idealizations is primarily the part of
conceptualizing to depict critical reflection. With engaging the critical reflection to carry out the
confidential attributions within the belief system, the effort to commonly-held the beliefs may
experience in into acknowledging the teaching practice assigned within the educational processes
into the initiative of what teacher can perform to transmit their abilities into their self-reflection way.
In terms of the particular formation on shaping the stance toward teaching practice, it is necessary to
point out the experiential learning basis to consequently manage the extent of reflective practice on
teaching performance.

Enhancing Professional Skills in Reflective Teaching Practice

Enhancing the professional skills in digital era to underlie the teaching practice should bring along
with the commitment on the process itself to achieve one well integrated into the technological
adoption. In the attempts to give the priority to enhance the learning process with obtaining the
teaching practice, the necessary contributions should be given into their performance on the variety
of ways on learning ability integrated with the mobile learning (Anshari et al., 2017). This device
may entirely include the computers to support the learning process allocated to the mediated sources.
As a result, adaptive learning becomes an educational method to utilise such devices for the learning
instruction (Light, Calkins & Cox, 2009). It is necessary to consider the skills to support an entire
ability associated with absorbing the subject knowledge through the attempt to adapt the learning
competency in the sense which the situational aspect can be attained into the conditions on learning
processes. Such way related to the issues needed to solve refers to give the support with the
dimension of fruitful conditions variety to engage into the students’ learning along with classroom
management competency basis. In particular, this sense of regulating the learning processes with its
activities has to be involved into managing the class with the dimension of engaging certain subject
knowledge widely adapted with the requirements of the students’ learning competency (Huda et al.,
2016b). In this view, regulating the teaching practice together with professional skills to employ
across the curriculum basis should bring along with the additional setting of the adaptive learning
style. This initiative would give the feedback in giving insights towards particular situations to work
with covering into scaffolding the students’ learning instruction. For example, adapting this style in
accessing educational material may enable students’ learning with pointing out questions, tasks and
experiences (Truong, 2016). In terms of the realization on adaptive learning systems, the technology
encompasses adaptive learning has been partially driven by an endeavour in transforming the
learning basis to enable them to achieve their plan with their commitment. Since the process got
involved from passive receptor of information to collaborator in the educational process, attempts to
work with collaborating into the adaptive learning system’s application would enable the students’
responses in using the learning style associated with the systems captured into the data from
management of learning. Moreover, it should be governed to provide the comprehensive basis in
terms of administration side including the documentation, management, tracking and reporting
progress, and soon (Light, Calkins & Cox, 2009). As the computer-based online educational system
designed as desktop computer applications or even web applications, this modified device
introduced into overall curricula aims to present the material in response to the student performance.

Through consciously handling the methods and actions, the basis of considering the personal
beliefs would give the feedback in influencing teaching practice among the prospective teachers. It is
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important to learn the initiative to try making aware of developing further the extent of pedagogical
identity to enhance the moral-based reflection. Attempts to expand the competences oriented into the
teacher education in this regard become a point of view to see that the paradigm of the reflection
process is a kind of normative basis in the effort to reach moral values-based teaching practice while
committing to the professional enhancement (Gallego, 2014). It would be significant to manage the
environment sphere in the sense which the teaching practice should do with describing the way to
determine the ideas and practices. Through embedding the moral reasoning, for instance, being
aware of recognizing cognitively towards moral values considered in possessing the sensitivity to
have the awareness refers to involve the identity development in the teaching practice in the way that
prospective teachers might have chance to explore their potentials in maintaining the competence-
based performance. In terms of developing the moral engagement in underlying the teaching
practice, the need to explore the particular view in incorporating this moral sensitivity in giving
insights into the art of teaching practice should be taken into consideration with analysing the
processes of reflective practice in making them aware of solving wisely in a good way in wide range
of situations. With recognising the moral values with its dilemma, transforming the knowledge
assigned with active processes of knowledge construction has to be involved with addressing the
competence development in the sense that developing dialogic competences needs to pay serious
attention to the dialogical learning with experiential basis. An active action-oriented participation to
give a feedback to the development of this perspective should lead to the communication actions that
can manage the particular enhancement about the ideas on teaching practice to construct the values
interwoven into the personal beliefs. With this regard, the ideas of dialogic and action-oriented
activities would help them reconstruct their own teacher education through learning that supports the
professional development. It is necessary to note that learning environment in this regard would have
a significant role in transforming the reflective teaching practice in the sense that give insights on the
well-organised planning.

In terms of gaining the practical basis with the experiential value which has been an
essentially crucial element to generate the teaching performance capability through conducting the
education programmes involved amongst the teacher, attempts to the network into action research
added to the learning enhancement refers to create an endowment of dialogic learning and change. In
terms of obtaining the moral endeavour to complement the professional based teaching practice, the
commitment of performing the teachers’ style associated with the curriculum construction is
connected to the professional-based attribution combined with bringing simultaneous chance
between the schools environment and the community engagement. In particular, the combination
with more attention for participation, action and reflection should concern moral engagement-
integrated professionalism. Moral knowledge in this perspective could be linked with teaching
practice assigned with attempting to create reflection and action to achieve the moral goals with
critical emancipatory view in the sense which is considered as the flexibility in structuring both
content and teaching methods. At this point of view about the sense which can be managed in
embedding reflective perspective, autonomous instruction needs to perform the practices through
learning by doing specifically in considering professional abilities. It is necessary to consider the
morality development in transforming the crucial and important part of teaching performance
engaged into the moral sensitivity perspective. As a result, it could be enhanced with paying more
attention to moral values. Desired with the flexibility in transforming the teaching practice through
the struggle for enhancing social justice, being aware of participating the moral politics for instance
is quite significant to give some valuable insights on the concrete practices in showing that the
unique elements combination of these perspectives would give a feedback in bringing the number of
different ways in the process of learning and teaching in general. With the awareness on teaching
practice, incorporating the moral engagement in their teaching education programme for instance in
the attempts to consent the point of learning styles collaborated with the planning activities needs to
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bring along with designing the rules with certain rights to consider discipline based management
instruction. It can be seen in the particular enhancement with referring to the professional ability in
managing class together with paying serious attention to the ethical foundation. Trough providing on
reflective teaching practice with strengthening professional and ethical competence, the contribution
to be achieved in particular refers to give insights into making the personal reflection-based teaching
practice in the sense which enhances the meaningful insights towards professional development to
perform the processes of everyday life with continuing process. It is regarded as the supportive ways
of how to promote reflective teaching practice with keeping professional and ethical basis in the way
that they will have the chance to reflect in a direct way even though the educational practice in the
teaching practice should be given to constitute the particular approach with the various settings.
Between learning and teaching in particular, combining formal, non-formal and informal learning by
doing should be viewed to develop the initiative through better ways in promoting the professional
development of teachers.

Strengthening Ethical Empowerment in Reflective Teaching Practice

In terms of the attempt to strengthen the awareness to have ethical enhancement into the reflective
teaching practice through introducing the appropriate provisions with an early intervention, the
policy making have to be involved in the way which considers the support in the teaching and
learning process. As an attempt to generate the necessary involvement in decision-making with
being committed to take responsibility for all learners, developing knowledge and skills with the
implications for teacher education in entering the profession should primarily consider in accepting
the willingness to enable them to respond to the diverse learner needs which can be consolidated into
the enhancement which they might inevitably encounter (Huda et al, 2017h). With regard to the
initiative in attempting the primary subject to enable the students’ learning in the way which can be
generated to provide the technology skills, the need to pedagogical skills among the teachers should
be considered to engage with addressing the access for equity in the wider education policies. In
terms of being engaged with pointing out the further insights on what to know about curriculum
assessment as an attempt to consider the adaptive teaching and learning technology in attempting to
the consistency which the student should enhance, the strength way in systems of accountability
requires the particular enhancement through the teachers’ initiative into the school context. In
particular, the key factors in the classroom management integrated with the technology
empowerment in addressing the ethical foundation could be assessed into engaging process in the
way to strengthen the performances of teaching practice. The value which can be explored through
assessing the extraction of the value insights to support the multi-channels of sources of knowledge
would be assigned with the adaptive teaching competency in the effort to apply for insightful
guideline in digital age.

In line with the consistency taken into account in the inter-connected recommendations,
building the capacity of teaching performance within the organisation and the education system
refers to the subject to potentially leading to develop the policy vision configured into the inclusive
education. Attempts to establish the continuum of support and resources for colleges refer to an
approach for building the consistency in how the learners are guided by developing coherent training
made in the recent programs in inclusion for the school stakeholders. Through legislation and policy
in providing the frameworks within curriculum and assessment, the students’ learning and teaching
approaches should engage in the support of embedding the coherent monitoring and evaluation
processes in all school. Getting engaged into the active participation achieved to focus widely on the
identification of needs, innovative teaching basis will enable the learners with allocating the
consistency and discipline sphere (Brookfield, 2017; Huda et al., 2016d). In terms of the early
support as an attempt to the prevention initiative specially needed with an inclusive education,
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bringing about the greater alignment between the principles in the teaching skills should do with
highlighting the recommendations which focus on the implementation of the service committed to
the education policy designed to enhance the students’ learning. As an attempt to elaborate in
educating the students by addressing the rigorous regulation of specialised training courses, it can be
focusing on quality and pedagogic practice prepared within the training initiative. In terms of
considering the category for being consistently committed in building the balance between
professional and ethical consideration, it is regarded to possess both in the way which could enable
teachers to gain the importance in promoting the rights-based approach to support the active
participation of all learners.

Furthermore, the following example highlights the importance of schools which enable the
teachers to work with learners and their families to have a particular vision with having high
expectations of the future prospects of every learner. As the important role which teachers can play,
the growing body in stating the work to focus on engaging moral enhancement and professional
skills should be developed into generating the educational initiative which extends to possess the
education development among teachers themselves. In terms of empowering the moral task in
aligning with the moral enhancement, mention in moral education, and there is a About for example,
ethical foundation to achieve the moral dimensions in the teaching process addressed the
significance of moral education in the way which guides the teaching style with ethics in the virtual
basis (Huda et al, 2017i). Towards the moral perspective in underlying the teacher-student
relationship, examining the perspective on teacher education which includes redefining the personal
beliefs about the students’ reaction during the learning process should do entirely with re-
contextualising course methods together with content knowledge (Lawless & Pellegrino, 2007).
With this regard, ensuring an authentic field experience into the student activities might enhance the
capability with the teaching skills. It indicates that the moral skills need to constitute the set of the
person’s beliefs in the way to understand the moral reflection in entailing the careful awareness to
think of possible issues to solve and professionalism to construct the relationships among them
within well-integrated initiation. Towards the link between professional thinking to underlie the
structured way in adopting the moral courage and imagination, the possible integration might
become an entirely encouraging effort in this regard to give insights into the teaching practice. Both
are needed to take advantage in the way to evaluate consciously in nature. With regard to the
decision into the attempts to take account getting good enhancement, addressing the assumption of
getting information about the status towards the tendency to do the good thing or its opposite would
be a significant role to underline the way of consolidation refined to have a very good shape in
linking to the two initiatives. It refers to point out the attempts to redefine the teacher-student
perspective in terms of the way to elaborate the sharing power about the authority to become the
initial inquiry to work together in the students- teachers’ relationship.

Reflecting the Students’ Learning in Maintaining the Teaching Performance

In terms of the way to transform the teaching practice, the integrated performance should begin with
getting the reflective initiation from the students’ learning way in order to recognise the actual
indicator which can be assessed through classroom based observation. Since the performance can be
initiated through the way to learn in the attempts to establish the moral sensibilities and personal
behaviours, reformulating the methods and strategies to let them grow up are required to have such
good preparation in terms of developing the consciousness towards the knowledge understanding
(Huda et al., 2017j; McKernan, 2013). In particular, being aware of the moral skills assigned with
performing the significance of routines, practices and policies has to be involved in contributing the
way to learn about themselves and their surroundings. Engaging the initiatives in transmitting the
moral meanings through examining together with reformulating the extent of beliefs and personal
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reflection covered within an apprenticeship in these moral sensibilities to the philosophies in

particular needs to come across the approaches in enabling the learning process to bring along with
giving insights into the growth and development of individuals within the moral sense (McKernan,
2013). Moreover, attempts to go through the learning performance which the teachers can play with
the significant role in getting the methods and content refer to give the feedback with an influential
basis on classroom and school setting or even in the HE context. With addressing the significance of
transmitting the moral sensibilities in the way which can give insights into the existence of teaching
practice, the moral dimension which can be developed in the curriculum setting should begin with
following the indicators to realize that students learning might be enhanced with the teaching
practice. It refers to the attempts to enlarge the differences between learners regarding the process of
classrooms performance in the sense which provides the significance of the meaning to make the
experiential based teaching practice through the programs set in the curriculum with considering
both benefits and consequences about the instruction taken into multiple perspectives in terms of the
students or teachers themselves (Körkkö, Kyrö-Ämmälä & Turunen, 2016). It is necessary to point
out the way to attempt involved into the learning process to enhance the instructional choices which
can be considered in the teaching practice with reflective initiation.

In line with outlining the initiation assigned into the fundamental assumption towards the
learning process to come across the attempt in improving the problem-solving expertise, learning
enhancement could be largely engaged into the educational principles in incorporating the various
skills about the certain subjects. It is important to note that the centre of the teaching and learning
process prepared with the skills in resolving complex problems should be taken into consideration in
the attempts to the skills which can be initiated among the students. In this view, the major
components of education programs required to customize learning with its form to be aware of
recognising the training and development programs which can give the facilitation among the
students involved in getting active to receive the mind and spiritual self (Huda et al., 2016c).
Moreover, the need to prepare in facing the challenges with possessing the particular enhancement to
have such good making decisions based on the situation in the context of the rules of self-concept
has to be associated with organizing the moral principles with strong empirical base for moral
education in teacher education (Slade & Prinsloo, 2013).

In further, the initiative of making the teaching practice tied with moral enhancement has to
enlarge the positive empowerment in focusing on pedagogical goals together with formulating the
particular enhancement of the principles with the consequences carried out the teaching
performance. With this regard, the need to embed the view on moral values in educating them in
behaving reflective teacher practice should be undertaken to support in educating the prospective
teachers in teacher education. Along with developing the thinking skills in the basis of teaching
practice, it is important to point out theory and the practice aligned with the necessary attainment to
help the professionalism-based reflective practice on the teaching performance. In terms of
supporting the reflective teaching practice combined with the professional-based performance,
attempting the commitment to make teaching practice more suitable in the knowledge understanding
among the learners has to be involved with enhancing the reflective-based practice (Jansen & van
der Merwe, 2015). Through supporting the professional practice, taking the responsibility in the
reflective paradigm with the considerable influence to give insights into the thinking skills with
practice on teaching performance within the education context would combine the experimental and
reflective manner in the sense that the process itself should be enlarged with emphasising
pedagogical basis for didactic behaviour. In this view, managing to reflect on the behavioural
performance in underlying the transition between learning to acquire the knowledge and teaching
practice to implement the knowledge understanding is entirely a point of view to enlarge the
reflective-oriented teacher education practice. With setting the practice to explore the behaviour, the
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extent of reflection towards the one with a professional behaviour needs to commit the continuity to
absorb the understanding from what has been studied to be implemented in the teaching practice
(Korthagen, 2004). With regard to the prospective teachers in applying for the continuous inquiry
through the beliefs on teaching behaviour, it becomes the challenges if not prepared well in terms of
committing the reflective enhancement among the practitioner in the basis of teaching practice and
teacher education.

CONCLUSION

Since the challenges about the era of digital age from live interaction to the virtual one, the role of
teachers in personalizing professional and ethical competence to strengthen their experienced
performances in underlying certain ways. The particular competence is supposed to underlie their
practice in the attempts to further take consent within the certain ways towards the virtual
environment basis. Through addressing the problems and challenges constituted in various levels of
generality, the need to strengthen the competence in terms of professional development and ethical
foundation among the teachers in preventing the challenges by reflecting such a skill among them
about the effectiveness of their own teaching should be considered in particular enhancement
through gaining the innovative basis of teaching style with the technology application. In order to
achieve the professional and ethical engagement on reflective teaching practice, there are three core
stages which should be taken into consideration in addressing the particular enhancement towards
the learning process. There can be viewed: enhancing professional skills in reflective teaching
practice, strengthening ethical empowerment in reflective teaching practice, reflecting the students’
learning in maintaining the teaching performance. In this regard, this chapter attempts to give
insights to enlarge the initiative on the feedback of professional and ethical skill to reflective
enhancement of the teaching practice. Moreover, proposing the theoretical framework basis should
be transmitted on the teaching practice in enabling them get involved into actual practice referring to
the guidelines resulted from the way which teacher may achieve mainly in the digital era.

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FURTHER READING

Barber, W., Taylor, S., & Buchanan, S. (2014). Empowering Knowledge-Building Pedagogy in
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Education, 15(2), 149-161.

TERMS AND DEFINITIONS

Professional skill refers the stage to distinguish the key performance deriving from skills and
professionalism-based technical competence.

Ethical competence is the quality of core skill in the stage of technical competence to support
professional occupations organised with ethical knowledge.

Reflective teaching practice is the reflection to understand what is taught through assessment to
look at the effectiveness of the teaching practice.

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Digital era is the era of information age through continuing to perform new technologies, user
devices and methods of interaction with other humans.

Performance skill is the kind of expertise enhanced through the course of training and experience to
obtain professional practice which would be assigned as the tactic created to achieve particular goal
with skilled performance-based motivation.

Teaching effectiveness is indicator of the instructional practice of teaching with its particular
responsibility and commitment in the identification of areas in need of growth in providing the
structures necessary to increase significance.

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