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ERIC Number: ED524757
Record Type: Non-Journal
Publication Date: 2009-Jul
Pages: 26
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: N/A
Developing Reflective Thinking: Encouraging Pre-Service Teachers to Be Responsible for Their Own Learning
Rinchen, Sonam
Australian Teacher Education Association, Paper presented at the Annual Conference of the Australian Teacher Education Association (ATEA) (Albury, Jun 28-Jul 1, 2009)
In pursuit of quality education in Bhutan there has been a desire to shift from teacher-dominant class teaching to students taking initiative in their own learning. This paper investigated the issue of moving teaching and learning from teacher-centered classes to independent learning of students. The research was carried out at Samtse College of Education, Royal University of Bhutan (RUB) with B. Ed first year science student teachers who were majoring in chemistry as one of their major subjects. This coeducational class had 28 student teachers at the age range of 20-25 years of which 11 were females. The research commenced in August 2008 and completed in November 2008. Because this research involved changing and approach in my own class I have adopted action research using Kemmis & McTaggart's (1998) model modified by Maxwell (2003) starting with reconnaissance and generating action research questions. Data were gathered over time from a variety of strategies such as observation of student teacher's presentation and discussion, reflective writing, critiquing an article, and class test. The data findings are authenticated using researcher's observation, feedback from critical friend, and diary notes. A tally was used to record their participation in the classroom activities such as the frequency of questions raised, clarifications sought, volunteering to do presentation, and taking initiatives in the group work. The data collection also involved student teachers maintaining class journals and writing reflective paper. The journals and reflective papers were marked based on the criteria set. A class test was also conducted to check their ability to answer higher order questions. The findings from this multiple sources reveal that student teachers are more open for discussion and interaction after the intervention action, and their write-ups and views are more analytical and reflective. What impressed me most was these student teachers, who were usually quite and distant themselves from the tutor, became so close with me toward the end of the semester. This study was successful as I could reap the fruits of my desired goals. My colleagues were overwhelmed by the progress student teachers made after the intervention and they would like to model my strategy in their class in the immediate future. This research project is timely for a young university like RUB, as research activities are very crucial for the improvement of educational programs. Lately, we see a number of promising scholars taking up research activities but these activities are often inhibited by lack of research funds and short of research ideas. This research would help kick start research activities as more people are interested in action research as it is more viable given the limited time and budgetary constraints. Moreover, action research can be undertaken in the workplace and is intended to enhance the quality of a researcher's normal professional activities (Maxwell, 2003). Appended are: (1) Criteria for Journal Reflection; and (2) Criteria for Critiquing an Article. (Contains 5 figures and 1 table.)
Australian Teacher Education Association. e-mail: secretary@atea.edu.au; Web site: http://atea.edu.au
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Australian Teacher Education Association (ATEA)
Identifiers - Location: Bhutan