Sử dụng hình thức ghi nhật kí để tự đánh giá sau bài dạy của giáo viên nhằm nâng cao chất lượng giảng dạy ở khoa tiếng Anh, trường Đại học Sư phạm Hà Nội

Sử dụng hình thức ghi nhật kí để tự đánh giá sau bài dạy của giáo viên nhằm nâng cao chất lượng giảng dạy ở khoa tiếng Anh, trường Đại học Sư phạm Hà Nội Nguyễn Thị Minh Thanh Trường Đại học Ngoại ngữ Luận văn ThS ngành: Lý luận và PP giảng dạy tiếng Anh; Mã số: 60 14 10 Người hướng dẫn: M.A. Hoàng Thị Xuân Hoa Năm bảo vệ: 2012 Abstract: This paper is a report of an action research project conducted in the Faculty of English – Hanoi National University of Education. From the fact that few teachers have written, or even thought, reflectively during their academic careers despite the role of reflective practice in the development of teaching profession, journal writing is introduced as a means of reflection-on-action. Four teachers in this faculty voluntarily participate in using journals to reflect on their teaching. Based on the data collected from analyzing teachers’ journals and interview, it is found that writing journal could promote teachers’ reflection on their teaching and helps to enhance their teaching practice. Keywords: Phương pháp giảng dạy; Ghi nhật ký; Tiếng Anh; Kỹ năng viết Content PART I: INTRODUCTION 1. Rationale The importance of reflection to professional development of teaching is undeniable. However, although teachers are aware of the benefits and importance of reflective practice, they do not apply it to their teaching practice. Concerning the use of reflective practice, the research by Odeh, Kurt, and Atamtürk showed that “there is a gap between theory and practice” and that the majority of participating teachers practice reflection-in-action and ignore reflection-on-action – a deeper level of reflection. The case of EFL teachers at the Faculty of English, Hanoi National University of Education (FOE – HNUE) is no exception. As a novice teacher, the researcher finds that reflective practice is of great value to professional development; however, from her own experience and observation as well as discussions with her colleagues, this activity is not popular despite the teachers’ awareness of its benefits. Reflection is especially of great significance because teachers in this context are training teachers-to-be, and it is stated by Scales that “Reflective teachers are more likely to develop reflective learners. If we practice reflection we can more effectively encourage learners to reflect on, analyze, evaluate, and improve their own learning.” (p.14) Due to the importance of reflective practice in professional self-development and the above- mentioned current situation, it is desirable to introduce activities to promote teachers’ reflection-on-action. In this action research, journal writing is introduced as a means of reflection to hopefully enhance teachers’ reflective practice and teaching quality. 2. Aims of the study This study is an attempt to promote teacher’s reflection-on-action in FOE-HNUE via the use of journal writing. It will investigate the effectiveness of this activity and the teachers’ difficulties when using journals as a means of reflection-on-action. To fulfill this purpose, the study aims to answer the following question: How effective is journal writing as a means of reflection-on-action effective in promoting teaching quality as perceived by teachers? 3. Scope of the study This study focuses on enhancing teachers’ reflection-on-action of teachers at FOE – HNUE using journal writing. Within its scope, the research aims at justifying the effectiveness of using this means of reflection as perceived by the participants and investigating their difficulties in their reflective practice. 4. Methods of the study This study is conducted as an action research because it aims at promoting teachers’ reflection-on-action within a certain context, namely the Faculty of English, Hanoi National University of Education. In order to fulfill that aim, journal writing is utilized by the participants. Interviews and teachers’ reflection journals are employed in order to get data which are analyzed by qualitative method. 5. Significance of the study This research provides an opportunity for the participants in the target context to systematically reflect on their teaching, from which they can have their own assessment of the effectiveness of journal writing as a means of reflection-on-action. This will accordingly lead to their decision on whether to continue using journals in their professional development process or not. In addition, the findings on teachers’ obstacles when using this means of reflection will hopefully help to improve the effectiveness of this activity, which eventually aims at enhancing teachers’ self-development and teaching quality. 6. Overview of the study This paper is divided into the following main parts: Part I: Introduction - presents the rationale, aims of study, research questions, scope, method, significance, and organization of the study. Part II: Development - this part is divided into 4 chapters as follows: Chapter 1: Theoretical background – provides the theoretical framework of reflective practice and journal writing. Chapter 2: Methodology – describes the study population, the research design as well as data gathering instruments. Chapter 3: Results and discussion - analyses and discusses data Chapter 4: Findings and implications - presents findings and implications. Limitations and suggestions for further research are also provided. Part III: Conclusion – gives summary of the research and limitations as well as suggestions for further study. PART II: DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND This chapter addresses a review of the literature related to reflective practice and journals as a means of reflection. 1. Reflective practice 1.1. Definition 1.2. Reflection procedure 1.3. Types of reflection 2. Journals as a means of reflection 2.1. Definition 2.2. Functions and advantages of journals 2.3. Focus of journal writing 2.4. Analysis of journals 2.5. Prompts for journal entries 2.6. Guidelines for writing journals CHAPTER 2: METHODOLOGY 1. Participants This action research involves four female lecturers from the Faculty of English, Hanoi National University of Education. These participants are chosen on a voluntary basis since the basis of all reflection is a willingness to undertake the process and to value it as a means of improvement and development. 2. Data collection instruments In this study, interviews and journals are employed as the instruments of data collecting. 2.1. Questionnaire Most of the items in the questionnaire are open-ended questions. The questionnaire is divided into three main parts: the first part probes the participants’ general understanding of reflective practice; the second part investigates their current use of reflective practice; and the last part asks about their use of journals as a means of reflection. Basing on the result of this questionnaire, the researcher had discussions with the participants about relevant issues of the study to make sure that they understand the aims of reflective practice, the procedure of reflection as well as the use of journals to reflect on their teaching. 2.2. Interview After ten weeks of reflection, a semi-structured interview was conducted in order to investigate two issues, namely the teachers’ perception of the effectiveness of reflective practice and their difficulties in doing this activity. The interview is semi-structure in nature with some guided and follow-up questions. 2.3. Journals . In this study, a guided journal format is designed for the participants to reflect on their teaching. After discussion, the format proposed by Gibbs (1988) was adopted and adapted. The guided journal includes two main parts; the first part is for information about lesson details while the second part consists of five following items, each of which is clarified with guided questions: 1. Description In this part, teachers describe a significant event or a situation in their teaching. 2. Feelings Teachers describe their reactions to the situation and how they felt about the situation as well as the way they reacted. 3. Analysis & evaluation Teachers analyze the effect of what they did or did not do and evaluate the experience. In addition, they have to try to find out reasons for what happened. 4. Conclusions From the analysis and evaluation, teachers find solutions for the problem or draw conclusion about the implications of the event. In addition, personal teaching style or features can be recognized. 5. Thoughts added during review In this last item, teachers note down their thoughts or a new insight about the event after reviewing their journals. This use of guided journal sheet is in line with Larrivee and Cooper’s (2006, p.21) statement that “reflection can be facilitated via guided prompts, structuring periodic rereading of previous entries to search for any emerging patterns, and posing questions in a nonjudgmental way as a means of creating ongoing dialogue”. 3. Research procedure 3.1. Problem identification The researcher herself is a novice teacher. During her early teaching time, there were some sessions in which other teachers came to observe her class. She found it beneficial since her colleagues gave her valuable feedback on her teaching so that she could improve her practice. However, she recognized that it was impossible to have regular observation activities. As a result, a question was raised: In what way can I myself gain understanding of my own teaching for professional improvement? 3.2. Preliminary investigation The researcher realized that normally she herself practices reflection, but it is arbitrary during or after her teaching; this may take place when she is on her way home or discusses with her colleague. Accordingly, another question was raised: How can this reflection be more systematic and effective? Thus, the next investigation was on self-reflective practice which was presented in the literature review. Finally, she decided to choose journal writing as a means of reflection-on-action for her own teaching practice, which she found very beneficial. 3.3. Hypothesis It is hypothesized that journal writing is a useful means of promoting reflective practice in the Faculty of English, Hanoi National University of Education. With this hypothesis, the study was implemented so as to investigate its effectiveness and teachers’ difficulties in this activity. In particular, it aims at answering the following question: How effective is journal writing as a means of reflection-on-action in promoting teaching quality as perceived by teachers? 3.4. Intervention After the preliminary investigation, the researcher had discussions in order to make sure that they have a sound understanding required for productive participation. The guided journal format was introduced and each part in the format was explained and illustrated so that the participants could know how to write a reflection journal. The research lasted for 10 weeks (from April to June). The teachers used the guided journal format to reflect on their teaching every week. They did not write journals immediately after each lesson; instead, they did it at home on the day they had classes. These journals were then sent to the researcher as a source of data for analysis. After the study finished, the participants were asked to revise their journals and discovered new insights for their issues or identify their own recurrent teaching problems or strengths. CHAPTER 3: RESULTS AND IMPLICATIONS 1. Results Some conclusions could be drawn about the effectiveness of journal writing and the teachers’ difficulties in doing this activity. It could be found from the teachers’ opinions that journal writing is a useful means to reflect on teaching. According to these teachers, journals enable them to reflect in a structured and systematic way. The fact that they have to write down their thoughts makes the thinking process more comprehensive and requires deeper thinking. In addition, journal writing is beneficial in that it gradually forms a habit and makes teachers aware that it is an integral part of their professional development. Journals could also be kept for later use of reflection, enabling teachers to maintain a continuous reflecting process. The study results also show that journal writing has a positive effect on teaching practice. First, it helps practitioners to realize their teaching styles, weaknesses as well as strengths. This knowledge enables practitioners to have better understanding of their own teaching and their students. Second, journal writing may change teachers’ beliefs about different aspects related to their profession, such as about their students. Third, the reflection process results in action plans and teachers’ implementation of those plans to change their teaching practice. Then possible changes will be reviewed, leading to another cycle of reflection. This kind of practice not only enhances teaching quality but also increases teachers’ self-confidence and self-esteem. . Obstacles are inevitable in the teachers’ use of journal writing as a means of reflection. First, reflective practice may cause a decrease in motivation since the teachers have to face with their own failures in teaching. In addition, if the focus of reflection is too broad, teachers may be overloaded with a burden of work to investigate solutions to their problems and it is hard for them to refer to theory of the issues. Another obstacle is that the participants are too busy with their other concerns while there are no regulations about doing this activity in their working context. Additionally, the study was not implemented for a long period, which means that the participants could not form a habit of reflecting on their teaching, thus their reflection was not regularly implemented and without regular review. As a result, the participants could not make the most out of reflection process. 2. Implications Some implications could be given to enhance the effectiveness of this activity. First, reflective practice should be introduced to pre-service teachers so that they can develop a habit of reflecting on their teaching. Pre-service teachers should be guided how to reflect on their teaching in a systematic way. Besides, they should be given chances to practice reflection such as in their field trip or tutoring sessions. Second, reflection-on-action by journals could be enhanced by collaboration with colleagues. This collaboration may be in forms of viewing excerpts from journals or collaborative reflection. Sharing reflection journals is a way of partially overcoming the inevitable feelings of demotivation and frustration. This sharing among teachers will help them avoid the feeling of being isolated and realize that their struggles are common experiences. Additionally, the participation of an outsider’s view or a discussant on journals will provide more interpretations, ideas, and solutions. Besides, another promising option is the implementation of collaborative journal keeping with a colleague or groups of colleagues. Another suggestion is to make reflective activity compulsory. Even though this activity is for professional development and should derive from teachers’ willingness to implement, it is a good idea to provide an urge for them, especially at the early stage of the practice. A further step is to create a product out of teachers’ journals. This can be done by compiling journals by a group of teachers who teach the same syllabus into a reflection portfolio, which is the result of reflection procedure and discussion among teachers. Furthermore, teachers should choose a particular focus for their reflection, which may be the result of an initial period of reflection. Instead of exploring several issues at one time, teachers ought to focus on one or two issues. A tight focus would help them avoid being overloaded and their reflection would be more in depth and effective. In addition, during reflective process, teachers could pay more attention to positive events in their teaching, along with those that concern them and cause feelings of discomfort. These good experiences will not only be a source for learning but also motivate teachers and make them have a good image of themselves. PART III: CONCLUSION 1. Conclusion It is undeniable that reflective practice is of great benefits to the professional growth of teachers. This action research has attempted to provide opportunities for teachers at the Faculty of English, Hanoi National University of Education to use journals as a means of reflection-on-action. The results of the study indicate that this activity significantly and positively enhance teachers’ reflection and their teaching practice. It makes the teachers more aware of the effects and the importance of reflective practice to their professional development. It provides them with a structured option for reflection to get deeper insights into their teaching and serves as a basis for self-evaluation. In addition, the review of the whole process points out recurring patterns in one’s own teaching, which will result in action plans. This will finally lead to improvement in teaching practice and more self-confidence and self-esteem in teachers. However, it should be noted that it takes time to form the habit of doing reflective practice and teachers may encounter several difficulties in the early time implementing this activity. Since in reflection, teachers recognize not only their successes but also areas for improvement, it may be emotionally challenging, especially for those who have just started the activity. Therefore, this activity requires sustained effort and commitment from teachers. Initial training as well as encouragement is essential for pre-service and novice teachers to make the best use of journal writing in reflection. Besides, teachers will benefit from communities of like-minded colleagues who are willing to collaborate and share their experiences. References Boud, D. (2001). Using journal writing to enhance reflective practice. In Promoting Journal Writing in Adult Education. Retrieved May 17 th , 2012 from http://www.racma.edu.au/index.php?option=com_docman&task=doc_view&gid=222 Cohen, D. K., & Hill, H. C. (2000). Instructional policy and classroom performance: The mathematics reform of California. Teachers College Record, 102(2). Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. New York: D.C. Heath and Company. Driscoll, J., Teh, B. (2001). The potential of reflective practice to develop individual orthopaedic nurse practitioners and their practice. Journal of Orthopaedic Nursing, 5. Florez, C. (2001). Reflective Teaching Practice in Adult ESL Settings. Retrieved May 17 th , 2012 from http://www.cal.org/caela/printer.php?printRefURL=http%3A// www.cal.org/ caela/esl_resources/digests/reflect.html Farrell, C. (2008). Reflective Practice in the Professional Development of Teachers of Adult English Language Learners, retrieved June 15 th , 2012 from http://www.cal.org/adultesl/resources/briefs/reflective-practice.php Gibb, G. (1988). Retrieved May 17 th , 2012 from http://www2.glos.ac.uk/ gdn/gibbs/ch4_3.htm Green, A. (2011). Becoming a Reflective English Teacher. New York: Open University Press. LaBoskey, V.K. (1993). A conceptual framework for reflection in preservice teacher education. In J. Calderhead & P. Gates (Eds.) Conceptualizing reflection in teacher development (pp. 23-38). London: The Falmer Press. Larrivee, B. & Cooper, J.M. (2006). An Educator’s Guide to Teacher Reflection. USA: Cengage Learning. Maat, S. & Zakaria, E (2010). An Exploration of Mathematics Teachers’ Reflection on Their Teaching Practices. Asian Social Science, 6, (5). Nguyen, M. (2008). Research Methodology, Hanoi: Vietnam National University. Odeh, Z., Kurt, M. & Atamtürk, N. Reflective Practice and its Role in Stimulating Personal and Professional Growth, retrieved May 18 th , 2012 from http://www. qou.edu/english/conferences/firstNationalConference/pdfFiles/zaidOdeh.pdf Richard, C. & Lockhart, C. (1996). Reflective Teaching in Second Language Classrooms. New York: Cambridge University Press. Rossouw, D. (2009). Educators as action researchers: some key considerations. South African Journal of Education, 29. Scales, P. Teaching in the Life,long Learning Sector, Open University Press, retrieved June 15 th , 2012 from http://www.mcgraw-hill.co.uk/openup/chapters/ 9780335222407.pdf] Wallace, M.J. (1998). Action Research for Language Teachers. UK: Cambridge University Press. . Sử dụng hình thức ghi nhật kí để tự đánh giá sau bài dạy của giáo viên nhằm nâng cao chất lượng giảng dạy ở khoa tiếng Anh, trường Đại học Sư phạm Hà Nội Nguyễn Thị Minh Thanh Trường. trường Đại học Sư phạm Hà Nội Nguyễn Thị Minh Thanh Trường Đại học Ngoại ngữ Luận văn ThS ngành: Lý luận và PP giảng dạy tiếng Anh; Mã số: 60 14 10 Người hướng dẫn: M.A. Hoàng Thị Xuân. their teaching and helps to enhance their teaching practice. Keywords: Phương pháp giảng dạy; Ghi nhật ký; Tiếng Anh; Kỹ năng viết Content PART I: INTRODUCTION 1. Rationale The importance