Dr. Shirley B. Landingin
School of Liberal Arts and Human Sciences
Abstract
Reflection is a powerful tool in improving teaching. This research study was an exploration of the extent by which local tertiary English teachers practice reflective teaching in the areas of planning instruction, progression within and between lessons, methodology, curriculum, equipment and facilities management, and discipline in the classroom. This descriptive study aimed to determine the extent of reflective teaching practice of tertiary English teachers in selected universities in the city of Baguio. There were 32 English teachers who participated in this study. Results show that the English teachers always practiced reflective teaching along the areas of planning, progression within and between lessons, methodology, curriculum, equipment and facilities, and discipline. The teachers perceived themselves to be already grounded on the concepts and processes related to reflective teaching as they assume to be highly reflective in the six identified areas of teaching. It is recommended that the English teachers have to reassess and challenge further their current teaching methods and styles in light of reflective teaching.
Keywords: Reflective teaching practice, Tertiary English teachers, Planning, Methodology, Curriculum
| Published January 15, 2017 |
Issue UB RJ Vol. XLI, No. 2 2017 |
Source: UB Research Journal, Vol. XLI, No. 2 July to December 2017
