Nghiên cứu về thực hành chiêm nghiệm như một công cụ để phát triển nghiệp vụ của các giáo viên giảng dạy tiếng anh như một ngoại ngữ trước khi dạy học tại trường đại học ngoại ngữ huế

HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES TRAN THI THU THANH A STUDY ON REFLECTIVE PRACTICE AS A TOOL FOR PROFESSIONAL DEVELOPMENT BY EFL PRE-SERVICE TEACHERS AT HUE UNIVERSITY OF FOREIGN LANGUAGES MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, University of Foreign Languages and International Studies, Hue University THUA THIEN HUE, 2022 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES TRAN THI THU THANH A STUDY ON REFLECTIVE PRACTICE AS A TOOL FOR THE PROFESSIONAL DEVELOPMENT BY EFL PRE-SERVICE TEACHERS AT HUE UNIVERSITY OF FOREIGN LANGUAGES MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVISOR: ASSOC PROF DR LE PHAM HOAI HUONG THUA THIEN HUE, 2022 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ TRẦN THỊ THU THANH NGHIÊN CỨU VỀ THỰC HÀNH CHIÊM NGHIỆM NHƯ MỘT CÔNG CỤ ĐỂ PHÁT TRIỂN NGHIỆP VỤ CỦA CÁC GIÁO VIÊN GIẢNG DẠY TIẾNG ANH NHƯ MỘT NGOẠI NGỮ TRƯỚC KHI DẠY HỌC TẠI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: PGS.TS LÊ PHẠM HOÀI HƯƠNG THỪA THIÊN HUẾ, 2022 Statement of Original Authorship The work contained in this thesis has not been previously submitted for a degree or diploma in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Signed: Trần Thị Thu Thanh Date: 19/ 12/ 2022 i Abstract This research aimed to investigate reflective practice as a tool for EFL pre-service teachers' professional development at Hue University of Foreign Languages More specifically, it focused on exploring EFL pre-service teachers‟ perceptions as well as how they implemented reflective practice for their professional development (PD) The study also explored their evaluation of their reflective practice and suggestions that were made to get better reflective practice The participants were the third and fourth-year students from Hue University of Foreign Languages The data were collected by means of a questionnaire and an interview The findings reveal that the majority of the students were well aware of the reflective practice as an effective tool for professional development together with its definition, aims and benefits In addition, EFL pre-service teachers reported that they carried out different types of reflection through utilizing such tools as reflective journal, teaching/learning portfolio, video recordings of their own classes, action research, supervisors‟ feedback , class observation, study group and workshop Moreover, they stated that they reflected on teaching aspects such as classroom management, knowledge and proficiency, and teaching activities and techniques Despite the EFL pre-service teachers‟ satisfaction in implementing reflective practice, they faced several challenges in doing reflective practice From the findings and the limitations of the study, implications and suggestions for helping EFL pre-service teachers to carry out reflective practice for PD more successfully are put forward ii Acknowledgements My thesis has been completed with the supports of many people I would like to thank them for their thoughtful help First and foremost, I would like to express my deepest gratitude to my supervisor for her valuable guidance, thoughtful comments, sympathy and encouragement Without her help, I cannot complete this thesis I am also grateful to all the professors and lecturers at Hue University of Foreign Language for their insightful lectures and useful guidance during the course I would also like to express my thankfulness to the third and fourth year students at Hue University of Foreign Language for the great cooperation in the collection of data for my study Finally, I am deeply indebted to my family for their love and encouragement who have supported me to overcome all difficulties and fulfill this thesis iii iii List of Tables Table 4.1: reliability statistics of cluster 43 Table 4.2: efl pre-service teachers‟ perceptions towards pd and the necessity of pd 43 Table 4.3: efl pre-service teachers‟ perceptions towards the definition of reflective practice 45 Table 4.4: efl pre-service teachers‟ perceptions towards the aims of reflective practice 46 Table 4.5: perceived benefits of reflective practice 48 Table 4.6: reliability statistics of cluster 53 Table 4.7: types of reflective practice 53 Table 4.8: the areas of teaching that the efl pre-service teachers reflect on 57 Table 4.9: reported common activities for reflective practice 59 Table 4.10: satisfaction in implementing reflective practice 65 Table 4.11: challenges of efl pre-service teachers in doing reflective practice 66 Table 4.12: suggestions made by efl pre-service teachers after reflection 69 iv List of Figures Figure kolb‟s reflective model (kolb, 1984, p.1 ) 14 Figure 3.1 participants by gender 34 Figure 3.2 participants by age 34 Figure 4.1 Frequency of common activities of reflective practice ………………………….61 v List of Abbreviations HUFLIS : Hue University of Foreign Languages and International Studies EFL : English as a Foreign Language PD : Professional Development vi Table of Contents Statement of original authorship I Abstract II Acknowledgements III List of tables .IV List of figures V List of abbreviations VI Table of contents VII Chapter I: Introduction 1.1 Background 1.2 Rationale 1.3 Research objectives Research questions Research significance Research scope 1.7 Structure of the thesis Chapter II: literature review 2.1 Introduction 2.2 Professional development 2.2.1 Conceptualization of teacher professional development 2.2.2 Approaches to professional development Reflective practice as a tool for efl pre-service teachers‟ professional development 10 2.3.1 Definitions 10 2.3.2 Efl pre-service teachers‟ needs of using reflective practice 11 2.3.3 Procedure of reflective practice 13 vii Lee, I (2007) Preparing pre-service English teachers for reflective practice ELT journal, 61(4), 321-329 Lichtenstein, G., Rubin, T A., & Grant, G E (1992, April) Teacher portfolios and professional development Paper presented at the annual meeting of the American Educational Research Association, San Francisco Lohman, M C (2000) Environmental inhibitors to informal learning in the workplace: A case study of public school teachers Adult Education Quarterly, 50(2), 83-101 Lord, F M., and Novick, M R (1968) Statistical theories of mental test scores Reading, MA: Addison-Wesley Loughran, J (2002) Effective reflective practice: In search of meaning in learning about teaching Journal of Teacher Education, 53(1), 33-43 Loughran, J & Corrigan, D (1995) Teaching portfolios: A strategy for developing learning and teaching in pre-service teacher education Teaching and Teacher Education, 11, 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(1997) Perceiving others as intrinsically or extrinsically motivated: Effects on expectancy formation and task engagement Personality and Social Psychology Bulletin, 23(8), 837-848 Zeichner, K., & Liston, D (1987) Teaching student teachers to reflect Harvard Educational Review, 57, 23-48 92 Appendixes Appendix QUESTIONNAIRE Hello, My name is Tran Thi Thu Thanh I am collecting data for my MA thesis entitled “A study on reflective practice as a tool for professional development by EFL pre-service teachers at Hue University of Foreign Languages” The purpose of this study is to examine EFL pre-service teachers‟ use of reflective practice as a tool for professional development This questionnaire asks you about your PERSONAL beliefs and experience of reflective practice The data collected will be only used for the purpose of the research Your answer will be kept confidential Please answer the following questions as instructed Thank you for your cooperation If you have any questions, please phone me at 0915707757 Please circle the most appropriate response Gender: Male Female Please write your AGE: …… Year at university: Third year Fourth year KEY TERMS: In this questionnaire, the following terms will be used: “Pre-service teachers” are student teachers who are enrolled in a teacher education program and working toward teacher certification “Reflective practice” refers to a process by which individuals consciously think about their practice and study their own experiences in order to learn from them “Professional development” refers to many types of educational experiences related to an individual‟s work to learn and apply new knowledge and skills that will improve their performance on the job It can be a conference, seminar, or workshop; collaborative learning among members of a work team; or a course at a college or university, or discussions among work colleagues, independent reading and research, observations of a colleague‟s work, or other learning from a peer SECTION 1: EFL pre-service teachers’ perceptions of reflective practice for professional development Please express your opinion after each statement by putting an „X‟ in the box that best indicates the extent to which you agree or disagree with the statement P1 Strongly Number Statement disagree (1) Professional development is necessary for the third and fourth-year students at HUFLIS Professional development is a lifelong activity Reflective practice is a useful tool for EFL preservice teachers to prepare for their teaching career Reflective practice raises EFL pre-service teachers‟ awareness of their teaching practice Reflective practice aims at enhancing EFL pre-service teachers‟ teaching skills Reflective practice helps EFL pre-service teachers be well-prepared to deal with unexpected teaching situations Reflective practice helps EFL pre-service teachers gain more teaching experience and deal with the present micro teaching situation Reflective practice helps EFL pre-service teachers P2 Disagree Neutral Agree (2) (3) (4) Strongly agree (5) choose the best way to deliver a lesson Reflective practice helps EFL pre-service teachers feel more confident in their teaching practice 10 Reflective practice helps EFL pre-service teachers be more creative in teaching 11 Reflective practice provides pre-service teachers with emotional and professional support from colleagues 12 Reflective practice enhances pre-service teachers‟ autonomy and intrinsic motivation 13 Reflective practice brings EFL pre-service teachers a better understanding of their context-specific pedagogy 14 Reflective practice fosters new and improve teaching practices SECTION 2: How EFL pre-service teachers implement reflective practice for their professional development In answering the question, please put an „X‟ in the box that best indicates the extent to which you frequently carry out reflective activities Number 15 Statement Never Rarely Sometimes Usually Always I can quickly think about teaching problems happening in P3 my micro teaching 16 I notice students‟ attitudes during the teaching process 17 I try to understand my purposes, intentions, and feeling in any teaching taking place in class 18 I try to make judgments for my own teaching problems in the lesson 19 I pay attention to classroom management when reflecting on the lesson 20 I reflect on students‟ knowledge and English fluency 21 I analyze the teaching activities and techniques based on the objectives of the lessons to make some changes in my teaching in the future 22 I use a reflective journal to document the teaching experience that I have gained 23 I record videos or audios of the teaching practice and reflect upon them 24 I collect teaching/learning portfolios to reflect on the teaching 25 I research repeated teaching issues to reflect the teaching practice 26 I use peer observation comments to reflect on my micro teaching P4 practice 27 I join a study-group with other pre-service teachers where we discuss on our lesson plans, have an observation and reflect on our micro teaching 28 The supervisors observe my micro teaching and give feedback I reflect on my teaching based on their feedback 29 I attend teaching workshops held by HUFL and reflect on the teaching practice based on them SECTION 3: EFL pre-service teachers’ evaluation of their reflective practice for professional development Please express your opinion after each statement by putting an „X‟ in the box that best indicates the extent to which you agree or disagree with the statement Number Statement Strongly Disagree disagree (1) 30 I am interested in doing reflective practice 31 I think the activities I used for reflective practice are effective 32 I have few opportunities to reflective practice 33 I lack ability and motivation to implement reflective activities P5 (2) Neutral Agree Strongly (3) (4) agree (5) 34 There is no training course of reflection for EFL preservice teachers 35 I need support from other instructors at Hue University of Foreign Languages to carry out reflective activities 36 I would like to join learning community among EFL teachers 37 I intend to continue my study after graduating from college 38 The college should ask EFL pre-service teachers to reflective practice Thank you very much for your cooperation! P6 Appendix Interview Questions Personal background: Could you please tell me something about yourself: your age, your year at university? Information of the thesis: Reflective practice is considered an effective tool for EFL pre-service teachers‟ professional development It helps teachers to contemplate what they have done in their teaching in order to find the solutions towards the problems that may appear in the classrooms Reflective practice has been used via tools such as diaries, narrative reflections, mentoring meetings, peer observation, student‟s feedback, audio recording, peer coaching, peer observation, action research, or video recording Interview questions: Part 1: EFL pre-service teachers’ perceptions of reflective practice for their professional development How you perceive reflective micro teaching? (Or What is reflective practice, in your opinion?) What are the characteristics of reflective practice? Do you often reflect on your own micro teaching? What benefits you gain from reflective practice? Part 2: How EFL pre-service teachers implement reflective practice for their professional development Do you take into account the students‟ circumstances while doing micro teaching? If yes how, if no why not? Do you take into account the class conditions while doing micro teaching? How did you that? P7 Reflection-on-action is reflection activity conducted after teaching Do you reflection after doing micro teaching/ teaching at high schools? If yes how, if no why not? Reflection-for-action is reflection activity conducted before the next teaching What you think about this practice? What activities you use to reflect your teaching (video or audio recording, teaching portfolios, reflective journal, observation or study-group)? Why you use them? 10 What areas of teaching you usually reflect on (purposes, intentions, feeling, classroom management, students‟ knowledge and English fluency)? Part 3: EFL pre-service teachers’ evaluation of their reflective practice for professional development 11 What you think about the activities that you used for your reflective practice? 12 What you enjoy the most from reflective practice? 13 What seems to be challenging for your reflective practice? 14 What suggestions can you make to reflective practice better? P8 PHIẾU PHỎNG VẤN Thông tin cá nhân: Anh/ Chị xin vui lòng cho biết số thong tin cá nhân anh chị: Tên/ Tuổi/ Năm học đại học Thông tin luận văn: Phát triển nghiệp vụ đề cập đến nhiều loại trải nghiệm giáo dục liên quan đến công việc cá nhân để học hỏi áp dụng kiến thức kỹ để cải thiện hiệu suất họ công việc Phát triển nghiệp vụ điều cần thiết không giáo viên tiếng Anh giảng dạy mà giáo viên trước dạy học Thực hành chiêm nghiệm coi công cụ hiệu để phát triển nghề nghiệp giáo viên trước dạy học Thực hành chiêm nghiệm phần tiến trình dạy học, thể khả tự học GV qua thành công sai lầm họ Nó giúp giáo viên chiêm nghiệm họ làm trình giảng dạy họ để tìm giải pháp cho vấn đề xuất lớp học Thực hành chiêm nghiệm sử dụng thông qua công cụ nhật ký, phản ánh tường thuật, họp cố vấn, quan sát đồng nghiệp, phản hồi học sinh, ghi âm, huấn luyện đồng nghiệp, quan sát đồng nghiệp, nghiên cứu hành động ghi video Câu hỏi vấn: PHẦN 1: Nhận thức giáo viên Tiếng Anh trước dạy học thực hành chiêm nghiệm để phát triển nghề nghiệp Anh/ chị nhận thức việc chiêm nghiệm giảng dạy? (Hoặc hiểu biết bạn thực hành chiêm nghiệm gì?) Các đặc điểm thực hành chiêm nghiệm gì? Anh/ chị có thường xun suy ngẫm việc dạy học khơng? Anh/ chị thu lợi ích từ việc thực hành chiêm nghiệm? P9 PHẦN 2: Cách thức triển khai thực hành chiêm nghiệm giáo viên trước dạy học để phát triển nghề nghiệp Anh/ chị có quan tâm hoàn cảnh học sinh thực giảng dạy khơng? Nếu có, làm nào, khơng, khơng? Anh/ chị có tính đến điều kiện lớp học thực giảng dạy không? Anh/ chị làm nào? Chiêm nghiệm hành động (Reflection-on-action) hoạt động chiêm nghiệm tiến hành sau dạy học Anh/ chị có chiêm nghiệm sau thực giảng dạy /thực tập giảng dạy trường trung học khơng? Nếu có, làm nào, không, không? Chiêm nghiệm cho hành động (Reflection-for-action) hoạt động chiêm nghiệm tiến hành trước dạy Anh/ chị nghĩ cách làm này? Anh/ chị sử dụng hoạt động để chiêm nghiệm việc giảng dạy (ghi video ghi âm, danh mục giảng dạy, nhật ký phản ánh, quan sát nhóm học tập)? Tại bạn sử dụng chúng? 10 Anh/ chị thường chiêm nghiệm lĩnh vực giảng dạy (mục đích, ý định, cảm xúc, quản lý lớp học, kiến thức học sinh khả thông thạo tiếng Anh)? PHẦN 3: Đánh giá giáo viên tiếng Anh trước dạy học hoạt động chiêm nghiệm để phát triển nghiệp vụ 11 Anh/ chị nghĩ hoạt động mà bạn sử dụng để thực hành chiêm nghiệm? 12 Anh/ chị thích điều từ việc thực hành chiêm nghiệm? 13 Điều thách thức việc thực hành chiêm nghiệm anh/ chị? 14 Anh/ chị có đề xuất/ kiến nghị để việc thực hành chiêm nghiệm ngày tốt hơn? P10