Luận văn using journals as a means of teacher’s reflection on action to enhance teaching quality at faculty of english hanoi national university of education

In addition, reflective practice helps teachers avoid routines and promotes responsibility for their actions As can be secon, the importance of reflection to professional development of

VIETNAM NATIONAL UNTVERSITY, HANOT UNTVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

NGUYỄN THỊ MINH THANH

USING JOURNALS AS A MEANS OF TEACHER’S REFLECTION-

ON-ACTION TO ENHANCE TEACHING QUALITY AT FACULTY OF ENGLISH — HANOI NATIONAL UNIVERSITY OF EDUCATION

(Sứ dụng hình thức ghi nha ki dé ty dénh gid sau bai day ctla gido vién

nhằm nâng cao chát lượng giảng dạy ở khoa tiếng Anh,

trường Dại học Sư phạm Hà Nội)

M.A MINOR THESIS

Field: English Teaching Methodolagy

Code: 60.14.10

HANOI - 2012

VIETNAM NATIONAL UNIVERSITY, ITANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

NGUYEN TH] MINE THANH

USING JOURNALS AS A MEANS OF TEACHER’S REFLECTION-

ON-ACTION TO ENHANCE TEACHING QUALITY AT FACULTY OF ENGLISH — HANOI! NATIONAL UNIVERSITY OF EDUCATION

(Sử dụng hình thức ghỉ nhật kí đễ tự đánh giá sau bài dạp của giáo viên

nhằm nâng cao chất lượng giảng dạy ở khoa tiếng Anh,

trường Đại học 8w phạm Hà Nội

MLA MLNOR THESIS

Field: English Teaching Methodology Code: 60.14.10

Supervisor: Dr Hoang Thị Xuân Hoa

HANOI — 2012

Aims of the studÿ sesesntnee HH n0 0e rre

3 Scope of the study

Methods of the study HHu re HH n0 0e rre

Significance of the study sesesntnee HH n0 0e rre

Overview of the study

2.2 Functions and advantages of journals

2.3, Foous of journal wriling,

13

4 Significance of the sludy

This research provides an opporlumily for the participants im the target context to

systematically reflect on their teaching, from which they can have their own

assessinent of the effectiveness of journal writing as a means of reflection-on-action

This will accordingly lead to their decision on whether (o continue using journals in their professional development process or not In addition, the findings on teachers’

obslacles 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

5 Overview of the study

This paper is divided into the following main parts:

Part T: Introduction - presents (he rationale, aims of study, rescarch questions,

scope, method, significance, and organization of the study

Part IT: Development - this part is divided into 4 chapters as [ollows:

Chapter 1: Theoretical background — provides the thcorctical 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 - prosonts findings and implications Limitations and suggestions for further research are also provided

Part II: Conclusion — gives summary of the research and limitations as well as

suggestions for further study.

PART T: INTRODUCTION

1 Rationale

Reflective practice has become a major focus in ESL/BFT leacher education

programs worldwide since it is undoubtedly beneficial and cssential for professional growth and more effective teaching As cited in Maat and Zakaria

{2010}, refl

ion has contibuled Lo self improvernent (Schon, 1983) This will lead

to the changes in teachers’ cognition and teaching practices (Cooney, Shealy &

Amold, 1997, cited in Maat & Zakaria, 2010) According ta Cohen and ITill (2000),

reflection car be used as a tool 1o mvestigate Leaclong practices in order lo achieve

meaningful educational reform

Some people may argue that experience is the key to professional growth as

toachers form routines and stratogics to deal with recurring silualions of leaching Ilowever, accarding to Parker (1984), research shows that “for many experienced

lsachers, many classroom roulines arc] stralegies are applied almost automatically

and do not involve a great deal of conscious thought or reflection” (cited in Richard

and Lockhart, 1996, p.4) These researchers asserted that it is vital to examine oxperience in a systematic way so thal il can play a productive role Sharing the same viewpoint, Odeh, Kurt, and Atamtirk stated that reflective practice allows teachers to “think about what, how and why they do it” and therefore “step out of routine action and make adaptations to match the needs of the learners” (p.3) Larrivee and Cooper (2006) also insisted that there are many reasons why teachers

should be reflective One of the cbvious reasons is that they have to cope with a

wide range of situations and make several decisions regarding Iheir students Boing

reflective and critical will help them effectively deal with complexities of

classrooms Another reason is that thore are growing demands on teachers, which

may cause them to feel isolated Systematic reflection could help teachers take

control of their teaching and feel self-confident In addition, reflective practice helps teachers avoid routines and promotes responsibility for their actions

As can be secon, the importance of reflection to professional development of teaching is undeniable Lowever, although teachers are aware of the benefits and importanee of reflective practice they do not apply it to their teaching practice The facl thal several procedures lake place simultaneously during a lesson makes il difficult for teachers to be aware of their own teaching mistakes in classrooms and why they happen This is illustrated by Richard and Lockart (1996) when he quoted the comments by a number of teachers after watching their own videotaped teaching:

J had no idea I did so much talking and didn’t let students practice

My pacing was iervible I didn't give students enough time to practice one task before going on to another

I did a bad job on the group work exercises The students didn't understand what they were supposed to do

J seemed to ignore half the students in the class

Conceming the use of reflective practice, the research by Odeh, Kurt, and Atamtirk

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-actiou

a deeper level of reflection

The case of EFT leachers al the Facully of English, Hanoi National University ol”

Kducation (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 colleaguss, this activity is not popular despite the teachers” awareness of its benefits Reflection is cspecially of greal 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 leamers If we practice reflection we can more effectively

PART T: INTRODUCTION

1 Rationale

Reflective practice has become a major focus in ESL/BFT leacher education

programs worldwide since it is undoubtedly beneficial and cssential for professional growth and more effective teaching As cited in Maat and Zakaria

{2010}, refl

ion has contibuled Lo self improvernent (Schon, 1983) This will lead

to the changes in teachers’ cognition and teaching practices (Cooney, Shealy &

Amold, 1997, cited in Maat & Zakaria, 2010) According ta Cohen and ITill (2000),

reflection car be used as a tool 1o mvestigate Leaclong practices in order lo achieve

meaningful educational reform

Some people may argue that experience is the key to professional growth as

toachers form routines and stratogics to deal with recurring silualions of leaching Ilowever, accarding to Parker (1984), research shows that “for many experienced

lsachers, many classroom roulines arc] stralegies are applied almost automatically

and do not involve a great deal of conscious thought or reflection” (cited in Richard

and Lockhart, 1996, p.4) These researchers asserted that it is vital to examine oxperience in a systematic way so thal il can play a productive role Sharing the same viewpoint, Odeh, Kurt, and Atamtirk stated that reflective practice allows teachers to “think about what, how and why they do it” and therefore “step out of routine action and make adaptations to match the needs of the learners” (p.3) Larrivee and Cooper (2006) also insisted that there are many reasons why teachers

should be reflective One of the cbvious reasons is that they have to cope with a

wide range of situations and make several decisions regarding Iheir students Boing

reflective and critical will help them effectively deal with complexities of

classrooms Another reason is that thore are growing demands on teachers, which

may cause them to feel isolated Systematic reflection could help teachers take

4 Results of interview HH

4.1 Diffectiveness of journal writing

42 Difticultics in reflection process

CHAPTER 4: FINDINGS AND IMPLICATIONS

2.4 Analysis of journals HHu re

2.5 Prompts for journal entries

2.6 Guidelinos for writing journals

CHAPTER 3: RESULTS AND DISCUSSION

1 Data analysis approach

2, Results of questionnaire

2.1, Teachers’ understanding of reflective practice

2.2, Teachers’ use of reflective practice

3 Results of analyzing reflective journals

PART T: INTRODUCTION

1 Rationale

Reflective practice has become a major focus in ESL/BFT leacher education

programs worldwide since it is undoubtedly beneficial and cssential for professional growth and more effective teaching As cited in Maat and Zakaria

{2010}, refl

ion has contibuled Lo self improvernent (Schon, 1983) This will lead

to the changes in teachers’ cognition and teaching practices (Cooney, Shealy &

Amold, 1997, cited in Maat & Zakaria, 2010) According ta Cohen and ITill (2000),

reflection car be used as a tool 1o mvestigate Leaclong practices in order lo achieve

meaningful educational reform

Some people may argue that experience is the key to professional growth as

toachers form routines and stratogics to deal with recurring silualions of leaching Ilowever, accarding to Parker (1984), research shows that “for many experienced

lsachers, many classroom roulines arc] stralegies are applied almost automatically

and do not involve a great deal of conscious thought or reflection” (cited in Richard

and Lockhart, 1996, p.4) These researchers asserted that it is vital to examine oxperience in a systematic way so thal il can play a productive role Sharing the same viewpoint, Odeh, Kurt, and Atamtirk stated that reflective practice allows teachers to “think about what, how and why they do it” and therefore “step out of routine action and make adaptations to match the needs of the learners” (p.3) Larrivee and Cooper (2006) also insisted that there are many reasons why teachers

should be reflective One of the cbvious reasons is that they have to cope with a

wide range of situations and make several decisions regarding Iheir students Boing

reflective and critical will help them effectively deal with complexities of

classrooms Another reason is that thore are growing demands on teachers, which

may cause them to feel isolated Systematic reflection could help teachers take

2.4 Analysis of journals HHu re

2.5 Prompts for journal entries

2.6 Guidelinos for writing journals

CHAPTER 3: RESULTS AND DISCUSSION

1 Data analysis approach

2, Results of questionnaire

2.1, Teachers’ understanding of reflective practice

2.2, Teachers’ use of reflective practice

3 Results of analyzing reflective journals

2.4 Analysis of journals HHu re

2.5 Prompts for journal entries

2.6 Guidelinos for writing journals

CHAPTER 3: RESULTS AND DISCUSSION

1 Data analysis approach

2, Results of questionnaire

2.1, Teachers’ understanding of reflective practice

2.2, Teachers’ use of reflective practice

3 Results of analyzing reflective journals

encourage learners to reflect on, analyze, evaluate, and improve their own

learning,” {p.14)

Due to the importance of reflective practice in professional sclf-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

1 Aims of the study

This study is an attempt to promote teacher’s reflection-on-action in FOH-IINUE

via the use of journal writing 1 will investigate the effecliveness of this avlivily 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?

2 Scope of the study

This study focuses on cnhancing teachers’ reflection-on-action of teachers al FOR —

HNUE using joumal 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,

3 Methods of the study

This study is conducted as an action research because if airns al promoting leachers” reflection-on-action within a certain context, namely the Faculty of English, Ianoi

National University of Fducation Tn 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

PART II: DEVELOPMENT CTIAPTER 1: THEORETICAL BACKGROUND

1 Reflective practice

11 Definition

In teaching, reflective thinking, reflective inquiry, reflective teaching, reflection and reflective practice are used more or Jess as synonyms In this study, these terms are understood interchangeably

Since originated by John Dewey (1933), the concept of reflective practice has been

defined in many ways by various researchers According to this educator, it is when

people face a complex situation and wonder what needs to be done that they begin to

reflect on that situation Le stated that the purpose of reflective practice is to direct the

teacher in taking actions and in taking decisions Tn order to clarily his ideas, Dewey

provided a distinction between routine actions and reflection actions, between

unsystematic thoughts and reflective thinking,

In Dewey’s view, teachers who act routinely react to circumstances without thinking about the reasons or different alternatives ‘hese teachers often take things for granted

and do nat try to justify their teaching methods, resulting in limited numbers of

solulions As a resull, nor-refleetive Leachers olien fail lo recogmze problems, lave

little motivation for improvement, and are therefore unlikely to fulfill their professional

polential In contrast, reflective teachers do not follow habitual ways of teaching They

spend time considering what happens in classroom and the consequences of their

actions with the aim of improving their performance Reflective teachers engage

themselves in thoughtful consideration of dilemmas in their own (caching prachee and

think about these dilemmas in relation to several factors and contexts

This distinction between mere thinking and reflection is also emphasized by Scales

with a list of features of reflection in professional settings as follows

PART T: INTRODUCTION

1 Rationale

Reflective practice has become a major focus in ESL/BFT leacher education

programs worldwide since it is undoubtedly beneficial and cssential for professional growth and more effective teaching As cited in Maat and Zakaria

{2010}, refl

ion has contibuled Lo self improvernent (Schon, 1983) This will lead

to the changes in teachers’ cognition and teaching practices (Cooney, Shealy &

Amold, 1997, cited in Maat & Zakaria, 2010) According ta Cohen and ITill (2000),

reflection car be used as a tool 1o mvestigate Leaclong practices in order lo achieve

meaningful educational reform

Some people may argue that experience is the key to professional growth as

toachers form routines and stratogics to deal with recurring silualions of leaching Ilowever, accarding to Parker (1984), research shows that “for many experienced

lsachers, many classroom roulines arc] stralegies are applied almost automatically

and do not involve a great deal of conscious thought or reflection” (cited in Richard

and Lockhart, 1996, p.4) These researchers asserted that it is vital to examine oxperience in a systematic way so thal il can play a productive role Sharing the same viewpoint, Odeh, Kurt, and Atamtirk stated that reflective practice allows teachers to “think about what, how and why they do it” and therefore “step out of routine action and make adaptations to match the needs of the learners” (p.3) Larrivee and Cooper (2006) also insisted that there are many reasons why teachers

should be reflective One of the cbvious reasons is that they have to cope with a

wide range of situations and make several decisions regarding Iheir students Boing

reflective and critical will help them effectively deal with complexities of

classrooms Another reason is that thore are growing demands on teachers, which

may cause them to feel isolated Systematic reflection could help teachers take

encourage learners to reflect on, analyze, evaluate, and improve their own

learning,” {p.14)

Due to the importance of reflective practice in professional sclf-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

1 Aims of the study

This study is an attempt to promote teacher’s reflection-on-action in FOH-IINUE

via the use of journal writing 1 will investigate the effecliveness of this avlivily 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?

2 Scope of the study

This study focuses on cnhancing teachers’ reflection-on-action of teachers al FOR —

HNUE using joumal 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,

3 Methods of the study

This study is conducted as an action research because if airns al promoting leachers” reflection-on-action within a certain context, namely the Faculty of English, Ianoi

National University of Fducation Tn 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

encourage learners to reflect on, analyze, evaluate, and improve their own

learning,” {p.14)

Due to the importance of reflective practice in professional sclf-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

1 Aims of the study

This study is an attempt to promote teacher’s reflection-on-action in FOH-IINUE

via the use of journal writing 1 will investigate the effecliveness of this avlivily 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?

2 Scope of the study

This study focuses on cnhancing teachers’ reflection-on-action of teachers al FOR —

HNUE using joumal 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,

3 Methods of the study

This study is conducted as an action research because if airns al promoting leachers” reflection-on-action within a certain context, namely the Faculty of English, Ianoi

National University of Fducation Tn 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

2.4 Analysis of journals HHu re

2.5 Prompts for journal entries

2.6 Guidelinos for writing journals

CHAPTER 3: RESULTS AND DISCUSSION

1 Data analysis approach

2, Results of questionnaire

2.1, Teachers’ understanding of reflective practice

2.2, Teachers’ use of reflective practice

3 Results of analyzing reflective journals

4 Results of interview HH

4.1 Diffectiveness of journal writing

42 Difticultics in reflection process

CHAPTER 4: FINDINGS AND IMPLICATIONS

control of their teaching and feel self-confident In addition, reflective practice helps teachers avoid routines and promotes responsibility for their actions

As can be secon, the importance of reflection to professional development of teaching is undeniable Lowever, although teachers are aware of the benefits and importanee of reflective practice they do not apply it to their teaching practice The facl thal several procedures lake place simultaneously during a lesson makes il difficult for teachers to be aware of their own teaching mistakes in classrooms and why they happen This is illustrated by Richard and Lockart (1996) when he quoted the comments by a number of teachers after watching their own videotaped teaching:

J had no idea I did so much talking and didn’t let students practice

My pacing was iervible I didn't give students enough time to practice one task before going on to another

I did a bad job on the group work exercises The students didn't understand what they were supposed to do

J seemed to ignore half the students in the class

Conceming the use of reflective practice, the research by Odeh, Kurt, and Atamtirk

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-actiou

a deeper level of reflection

The case of EFT leachers al the Facully of English, Hanoi National University ol”

Kducation (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 colleaguss, this activity is not popular despite the teachers” awareness of its benefits Reflection is cspecially of greal 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 leamers If we practice reflection we can more effectively

control of their teaching and feel self-confident In addition, reflective practice helps teachers avoid routines and promotes responsibility for their actions

As can be secon, the importance of reflection to professional development of teaching is undeniable Lowever, although teachers are aware of the benefits and importanee of reflective practice they do not apply it to their teaching practice The facl thal several procedures lake place simultaneously during a lesson makes il difficult for teachers to be aware of their own teaching mistakes in classrooms and why they happen This is illustrated by Richard and Lockart (1996) when he quoted the comments by a number of teachers after watching their own videotaped teaching:

J had no idea I did so much talking and didn’t let students practice

My pacing was iervible I didn't give students enough time to practice one task before going on to another

I did a bad job on the group work exercises The students didn't understand what they were supposed to do

J seemed to ignore half the students in the class

Conceming the use of reflective practice, the research by Odeh, Kurt, and Atamtirk

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-actiou

a deeper level of reflection

The case of EFT leachers al the Facully of English, Hanoi National University ol”

Kducation (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 colleaguss, this activity is not popular despite the teachers” awareness of its benefits Reflection is cspecially of greal 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 leamers If we practice reflection we can more effectively

4 Results of interview HH

4.1 Diffectiveness of journal writing

42 Difticultics in reflection process

CHAPTER 4: FINDINGS AND IMPLICATIONS

control of their teaching and feel self-confident In addition, reflective practice helps teachers avoid routines and promotes responsibility for their actions

As can be secon, the importance of reflection to professional development of teaching is undeniable Lowever, although teachers are aware of the benefits and importanee of reflective practice they do not apply it to their teaching practice The facl thal several procedures lake place simultaneously during a lesson makes il difficult for teachers to be aware of their own teaching mistakes in classrooms and why they happen This is illustrated by Richard and Lockart (1996) when he quoted the comments by a number of teachers after watching their own videotaped teaching:

J had no idea I did so much talking and didn’t let students practice

My pacing was iervible I didn't give students enough time to practice one task before going on to another

I did a bad job on the group work exercises The students didn't understand what they were supposed to do

J seemed to ignore half the students in the class

Conceming the use of reflective practice, the research by Odeh, Kurt, and Atamtirk

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-actiou

a deeper level of reflection

The case of EFT leachers al the Facully of English, Hanoi National University ol”

Kducation (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 colleaguss, this activity is not popular despite the teachers” awareness of its benefits Reflection is cspecially of greal 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 leamers If we practice reflection we can more effectively

control of their teaching and feel self-confident In addition, reflective practice helps teachers avoid routines and promotes responsibility for their actions

As can be secon, the importance of reflection to professional development of teaching is undeniable Lowever, although teachers are aware of the benefits and importanee of reflective practice they do not apply it to their teaching practice The facl thal several procedures lake place simultaneously during a lesson makes il difficult for teachers to be aware of their own teaching mistakes in classrooms and why they happen This is illustrated by Richard and Lockart (1996) when he quoted the comments by a number of teachers after watching their own videotaped teaching:

J had no idea I did so much talking and didn’t let students practice

My pacing was iervible I didn't give students enough time to practice one task before going on to another

I did a bad job on the group work exercises The students didn't understand what they were supposed to do

J seemed to ignore half the students in the class

Conceming the use of reflective practice, the research by Odeh, Kurt, and Atamtirk

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-actiou

a deeper level of reflection

The case of EFT leachers al the Facully of English, Hanoi National University ol”

Kducation (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 colleaguss, this activity is not popular despite the teachers” awareness of its benefits Reflection is cspecially of greal 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 leamers If we practice reflection we can more effectively

PART T: INTRODUCTION

1 Rationale

Reflective practice has become a major focus in ESL/BFT leacher education

programs worldwide since it is undoubtedly beneficial and cssential for professional growth and more effective teaching As cited in Maat and Zakaria

{2010}, refl

ion has contibuled Lo self improvernent (Schon, 1983) This will lead

to the changes in teachers’ cognition and teaching practices (Cooney, Shealy &

Amold, 1997, cited in Maat & Zakaria, 2010) According ta Cohen and ITill (2000),

reflection car be used as a tool 1o mvestigate Leaclong practices in order lo achieve

meaningful educational reform

Some people may argue that experience is the key to professional growth as

toachers form routines and stratogics to deal with recurring silualions of leaching Ilowever, accarding to Parker (1984), research shows that “for many experienced

lsachers, many classroom roulines arc] stralegies are applied almost automatically

and do not involve a great deal of conscious thought or reflection” (cited in Richard

and Lockhart, 1996, p.4) These researchers asserted that it is vital to examine oxperience in a systematic way so thal il can play a productive role Sharing the same viewpoint, Odeh, Kurt, and Atamtirk stated that reflective practice allows teachers to “think about what, how and why they do it” and therefore “step out of routine action and make adaptations to match the needs of the learners” (p.3) Larrivee and Cooper (2006) also insisted that there are many reasons why teachers

should be reflective One of the cbvious reasons is that they have to cope with a

wide range of situations and make several decisions regarding Iheir students Boing

reflective and critical will help them effectively deal with complexities of

classrooms Another reason is that thore are growing demands on teachers, which

may cause them to feel isolated Systematic reflection could help teachers take

2.4 Analysis of journals HHu re

2.5 Prompts for journal entries

2.6 Guidelinos for writing journals

CHAPTER 3: RESULTS AND DISCUSSION

1 Data analysis approach

2, Results of questionnaire

2.1, Teachers’ understanding of reflective practice

2.2, Teachers’ use of reflective practice

3 Results of analyzing reflective journals

PART II: DEVELOPMENT CTIAPTER 1: THEORETICAL BACKGROUND

1 Reflective practice

11 Definition

In teaching, reflective thinking, reflective inquiry, reflective teaching, reflection and reflective practice are used more or Jess as synonyms In this study, these terms are understood interchangeably

Since originated by John Dewey (1933), the concept of reflective practice has been

defined in many ways by various researchers According to this educator, it is when

people face a complex situation and wonder what needs to be done that they begin to

reflect on that situation Le stated that the purpose of reflective practice is to direct the

teacher in taking actions and in taking decisions Tn order to clarily his ideas, Dewey

provided a distinction between routine actions and reflection actions, between

unsystematic thoughts and reflective thinking,

In Dewey’s view, teachers who act routinely react to circumstances without thinking about the reasons or different alternatives ‘hese teachers often take things for granted

and do nat try to justify their teaching methods, resulting in limited numbers of

solulions As a resull, nor-refleetive Leachers olien fail lo recogmze problems, lave

little motivation for improvement, and are therefore unlikely to fulfill their professional

polential In contrast, reflective teachers do not follow habitual ways of teaching They

spend time considering what happens in classroom and the consequences of their

actions with the aim of improving their performance Reflective teachers engage

themselves in thoughtful consideration of dilemmas in their own (caching prachee and

think about these dilemmas in relation to several factors and contexts

This distinction between mere thinking and reflection is also emphasized by Scales

with a list of features of reflection in professional settings as follows

4 Results of interview HH

4.1 Diffectiveness of journal writing

42 Difticultics in reflection process

CHAPTER 4: FINDINGS AND IMPLICATIONS

2.4 Analysis of journals HHu re

2.5 Prompts for journal entries

2.6 Guidelinos for writing journals

CHAPTER 3: RESULTS AND DISCUSSION

1 Data analysis approach

2, Results of questionnaire

2.1, Teachers’ understanding of reflective practice

2.2, Teachers’ use of reflective practice

3 Results of analyzing reflective journals

4 Results of interview HH

4.1 Diffectiveness of journal writing

42 Difticultics in reflection process

CHAPTER 4: FINDINGS AND IMPLICATIONS

control of their teaching and feel self-confident In addition, reflective practice helps teachers avoid routines and promotes responsibility for their actions

As can be secon, the importance of reflection to professional development of teaching is undeniable Lowever, although teachers are aware of the benefits and importanee of reflective practice they do not apply it to their teaching practice The facl thal several procedures lake place simultaneously during a lesson makes il difficult for teachers to be aware of their own teaching mistakes in classrooms and why they happen This is illustrated by Richard and Lockart (1996) when he quoted the comments by a number of teachers after watching their own videotaped teaching:

J had no idea I did so much talking and didn’t let students practice

My pacing was iervible I didn't give students enough time to practice one task before going on to another

I did a bad job on the group work exercises The students didn't understand what they were supposed to do

J seemed to ignore half the students in the class

Conceming the use of reflective practice, the research by Odeh, Kurt, and Atamtirk

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-actiou

a deeper level of reflection

The case of EFT leachers al the Facully of English, Hanoi National University ol”

Kducation (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 colleaguss, this activity is not popular despite the teachers” awareness of its benefits Reflection is cspecially of greal 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 leamers 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 sclf-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

1 Aims of the study

This study is an attempt to promote teacher’s reflection-on-action in FOH-IINUE

via the use of journal writing 1 will investigate the effecliveness of this avlivily 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?

2 Scope of the study

This study focuses on cnhancing teachers’ reflection-on-action of teachers al FOR —

HNUE using joumal 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,

3 Methods of the study

This study is conducted as an action research because if airns al promoting leachers” reflection-on-action within a certain context, namely the Faculty of English, Ianoi

National University of Fducation Tn 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

4 Results of interview HH

4.1 Diffectiveness of journal writing

42 Difticultics in reflection process

CHAPTER 4: FINDINGS AND IMPLICATIONS

2.4 Analysis of journals HHu re

2.5 Prompts for journal entries

2.6 Guidelinos for writing journals

CHAPTER 3: RESULTS AND DISCUSSION

1 Data analysis approach

2, Results of questionnaire

2.1, Teachers’ understanding of reflective practice

2.2, Teachers’ use of reflective practice

3 Results of analyzing reflective journals

PART T: INTRODUCTION

1 Rationale

Reflective practice has become a major focus in ESL/BFT leacher education

programs worldwide since it is undoubtedly beneficial and cssential for professional growth and more effective teaching As cited in Maat and Zakaria

{2010}, refl

ion has contibuled Lo self improvernent (Schon, 1983) This will lead

to the changes in teachers’ cognition and teaching practices (Cooney, Shealy &

Amold, 1997, cited in Maat & Zakaria, 2010) According ta Cohen and ITill (2000),

reflection car be used as a tool 1o mvestigate Leaclong practices in order lo achieve

meaningful educational reform

Some people may argue that experience is the key to professional growth as

toachers form routines and stratogics to deal with recurring silualions of leaching Ilowever, accarding to Parker (1984), research shows that “for many experienced

lsachers, many classroom roulines arc] stralegies are applied almost automatically

and do not involve a great deal of conscious thought or reflection” (cited in Richard

and Lockhart, 1996, p.4) These researchers asserted that it is vital to examine oxperience in a systematic way so thal il can play a productive role Sharing the same viewpoint, Odeh, Kurt, and Atamtirk stated that reflective practice allows teachers to “think about what, how and why they do it” and therefore “step out of routine action and make adaptations to match the needs of the learners” (p.3) Larrivee and Cooper (2006) also insisted that there are many reasons why teachers

should be reflective One of the cbvious reasons is that they have to cope with a

wide range of situations and make several decisions regarding Iheir students Boing

reflective and critical will help them effectively deal with complexities of

classrooms Another reason is that thore are growing demands on teachers, which

may cause them to feel isolated Systematic reflection could help teachers take

4 Significance of the sludy

This research provides an opporlumily for the participants im the target context to

systematically reflect on their teaching, from which they can have their own

assessinent of the effectiveness of journal writing as a means of reflection-on-action

This will accordingly lead to their decision on whether (o continue using journals in their professional development process or not In addition, the findings on teachers’

obslacles 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

5 Overview of the study

This paper is divided into the following main parts:

Part T: Introduction - presents (he rationale, aims of study, rescarch questions,

scope, method, significance, and organization of the study

Part IT: Development - this part is divided into 4 chapters as [ollows:

Chapter 1: Theoretical background — provides the thcorctical 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 - prosonts findings and implications Limitations and suggestions for further research are also provided

Part II: Conclusion — gives summary of the research and limitations as well as

suggestions for further study.

PART T: INTRODUCTION

1 Rationale

Reflective practice has become a major focus in ESL/BFT leacher education

programs worldwide since it is undoubtedly beneficial and cssential for professional growth and more effective teaching As cited in Maat and Zakaria

{2010}, refl

ion has contibuled Lo self improvernent (Schon, 1983) This will lead

to the changes in teachers’ cognition and teaching practices (Cooney, Shealy &

Amold, 1997, cited in Maat & Zakaria, 2010) According ta Cohen and ITill (2000),

reflection car be used as a tool 1o mvestigate Leaclong practices in order lo achieve

meaningful educational reform

Some people may argue that experience is the key to professional growth as

toachers form routines and stratogics to deal with recurring silualions of leaching Ilowever, accarding to Parker (1984), research shows that “for many experienced

lsachers, many classroom roulines arc] stralegies are applied almost automatically

and do not involve a great deal of conscious thought or reflection” (cited in Richard

and Lockhart, 1996, p.4) These researchers asserted that it is vital to examine oxperience in a systematic way so thal il can play a productive role Sharing the same viewpoint, Odeh, Kurt, and Atamtirk stated that reflective practice allows teachers to “think about what, how and why they do it” and therefore “step out of routine action and make adaptations to match the needs of the learners” (p.3) Larrivee and Cooper (2006) also insisted that there are many reasons why teachers

should be reflective One of the cbvious reasons is that they have to cope with a

wide range of situations and make several decisions regarding Iheir students Boing

reflective and critical will help them effectively deal with complexities of

classrooms Another reason is that thore are growing demands on teachers, which

may cause them to feel isolated Systematic reflection could help teachers take