Name : Homanfil Atori N.

W (22178008)
Subject: Academic Writing

Effect of Reflective Teaching Practices on the Performance of

Prospective Teachers
1. Introduction

Since it forces classroom teachers to engage in a process of self-observation

or self-evaluation, reflection has long been seen as a crucial element of good
teaching. Reflective teaching involves a lot of analysis of conceptualizations and
how their ideas are implemented in the classroom. It could be claimed that, given
the numerous changes it has through over the years, reflection in education is a
topic that is receiving a lot of attention in the Philippines. The K–12 curriculum is
inclusive, competency-based, and learner- centred; one of the key qualities of the
learner that needs to be fostered is self-actualization. This study focuses on
reflective teaching because there doesn't seem to be much research done in this
area in the Philippines.
Reflective teaching is a strategy that enhances instruction while assisting
teachers in creating their own systems of thought. According to Farrell (2008),
instructors who engage in reflective teaching become more aware of their work
both inside and beyond the classroom. It affects their pedagogical choices and the
possible effects of those choices, which ultimately results in them becoming more
proactive and confident in their professional development. According to Schon
(1983), reflective teaching is a catalyst for challenging prevailing knowledge and
practice systems that might not be advantageous for educators and students.
Reflexivity, according to Kumaradivelu (2006), is a crucial component of
effective teacher preparation because it enables practitioners to be aware of the
material, political, and social situations in their individual classrooms and beyond.

2. Discussion

In this study, the researcher used an experimental design. The research

aimed to enhance the teaching practices of prospective teachers enrolled in a
teacher training program at a women's university. As a result, the researcher will
need to spend one and a half months preparing the training module (30 credit
hours). This experimental study included 40 participants, with 20 representing the
experimental group and the remaining 20 representing the control group.
However, because only 15 people from the experimental group and 15 people
from the control group participated, the authors must explain why so many people
were unable to participate in the study. The researcher’s Instruments to collect
data are post-test and rubric measuring. Indeed, In this research methodology,
there is phase I, phase II, and phase III. Additionally, the researcher failed to
explain why he carried out his research at Women's University. Is there a reason
for this, or does it influence the research it conducts ?

Personal and pedagogical reflective skill activities make up phase I content

self-reflection, classroom management, reflective reading, writing, and listening
skills, as well as reflective and evaluative lesson planning and presentation. The
researcher fails to describe the activities of each of these points, which is the flaw
in phase I.

Phase II content consists of six reflective skills that were observed and
evaluated using a series of post-tests administered following the training. During
phase II, a reflective teaching module was used to train twenty prospective
teachers for the experimental group. The conventional method was used to
instruct twenty potential teachers. The six reflective skills are left out of this
phase's weakness.

The purpose of writing the research objective is to inform the reader about
the researcher's intention. However, in this article by Zahid 2019, the objective of
the research appears more like a research procedure. This article's hypotheses are
difficult to comprehend; Two of the hypothesis are ho, and there are two of them.
The reader will have a difficult time comprehending where the hypotheses
originated because the researcher did not prior mention the problem's formulation.
The sources used by the researchers ranged from 2005 to 2018. This is acceptable,
but researchers should use sources from the last five years. The most recent
sources can help researchers obtain perspectives and research findings that are
more accurate and current.

"There is no significant difference in the performance of experimental

groups taught through reflective teaching practices and control group taught
through conventional teaching practices after training (through researcher's
constructed module) is rejected" is the conclusion of the discussion section that
identifies the significance of the difference in the performance of the experimental
and control groups. The researcher should explain in this statement how this
conclusion can be drawn from the six indicators already mentioned.

3. Conclusion

In the conclusion, The research aimed to identify the impact of reflective

teaching practices on the teaching performance of prospective teachers. A training
module was prepared by the researchers for one-and-a-half-month training (30
credit hours) by the researchers. The intact group of 40 BS Education students
was distributed into two equal groups the experimental and control groups. The
experimental group was trained with the help of a module with several
microteaching sessions. A post-test was conducted at the end of the training of
both groups. All prospective teachers went to different schools for teaching
practice. The researchers recorded three observations of 15 available students
from each group.

The findings revealed that after training, there was a substantial difference
in the performance of trained and untrained teachers for reflective skills. The
experimental group, however, when working in the field, was not able to practice
all of the taught skills in their classroom better than the control group as per
expectations. There was a significant difference in teacher’s appearance, lesson
planning as described (Mclaughlin,2016) communicational skills, mechanism of
feedback(Mckeachie, Syinicki,2011), and assessment strategies of the
experimental group as compared to the control group. The present study has
supported the notion of this previous research that reflective thinking improves
the quality of teaching skills.

The performance of trained and untrained prospective teachers was also

significantly different in assigning extended work as predicted (Zakhareusi,
2018)and overall professional performance as observed by (Huang,2008, and
Kavoshian et al.,2016). So, based on the research contained in this article, this
research is useful in improving teacher performance in the teaching process.