Examining Teachers’ Online Video-Based Reflective Practice for Professional Development Regarding Guided-Discovery Learning Instruction

• Main Authors: Siti Any Maya Shulhah, 樹瑪雅
• Other Authors: Ying-Tien Wu
• Format: Others
• Language: en_US
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/3qz92c

碩士 === 國立中央大學 === 網路學習科技研究所 === 106 === It is important for in-service teachers to master pedagogical knowledge and skills of using various strategies and methods in teaching as well as professionally improving performance through continuous reflective practice. The purpose of this multiple-case study was to describe Indonesian in-service teachers’ nature in performing reflective practice regarding guided-discovery learning instruction for professional development. The iCRT online video-based system was employed to support three stages of reflection activities consisting of self-reflection, collaborative reflection, and meta reflection. Six participants were selected from three different vocational high schools in Indonesia and they were paired into three groups of subject lessons. Their nature in performing reflection activities was examined by analyzing the dynamic interaction between selective attention and knowledge-based reasoning (framework adapted from Sherin, 2007). The finding identified that in reflection activities, teachers were more focused on their self and their actions in teaching as the object of attention. While in providing guided discovery instruction, the brainstorming process has taken the most noticed in view of the fact that the process involved most of teachers' intervention in guiding students and lead them to discover the right concept of knowledge as the learning outcomes. However, the improvement of teaching practice can be seen from how teachers reasoned on the selective part of the teaching scene which needed to be improved. Another result was that collaborative reflection is important to support the objectivity of reflection and serves as a reference point. It also strengthens teachers on their professional development and leads teachers to recognize their shortcomings in practice. In addition, the meta-reflection process has been able to infer the extent to which improvements in teaching performance have been achieved.