Please use this identifier to cite or link to this item:
Title: Enhancing Reflective Writing Skills of Pre-Service B.Ed Secondary Science Student-Teachers: An Action Research Study in Bhutan
Contributor(s): Seden, Kinley (author); Maxwell, Thomas W  (author); Rinchen, Sonam (author)
Publication Date: 2016
Open Access: Yes
Handle Link:
Open Access Link: Access Link
Abstract: Sixteen B.Ed final year science student-teachers needed to improve their critical reflection as it was found through their writings and interactions in the class that they could not reflect critically. Therefore, this study examined critical reflection of these student-teachers through reflective writing. Reflective writing is important because it can assist these new professionals to learn reflection, even critical reflection, knowledge and skills. A range of intervention strategies such as Moons stages of reflection, RAP (read, ask and put), discussion, questioning, and constructive feedback were identified to achieve these. Data were triangulated and gathered over time in an action research study. The study revealed that there was marked improvement in student reflective writing skills and classroom participation and teacher skills. Before the intervention, the student-teachers were shy and quiet. After the intervention strategies, the class atmosphere became lively, exciting and rich during classroom participation. Student-teachers were also able to contribute more constructive ideas in the classroom discussion on the journal articles. Further, the early reflective papers they submitted were merely duplications of ideas and very few incorporated their experiences related to the article. The reflective papers they wrote after the intervention was very encouraging. The papers had their experiences shared and metaphors and analogies drawn. Moon's (1999) model of reflection was a useful scaffold.
Publication Type: Journal Article
Source of Publication: International Journal of Education Teaching and Learning, 1(1), p. 1-16
Publisher: Thomson & Ryberg Publications
Place of Publication: India
ISSN: 2455-9164
Fields of Research (FoR) 2008: 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Fields of Research (FoR) 2020: 390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
Socio-Economic Objective (SEO) 2008: 930102 Learner and Learning Processes
930202 Teacher and Instructor Development
Socio-Economic Objective (SEO) 2020: 160303 Teacher and instructor development
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education

Files in This Item:
3 files
File Description SizeFormat 
Show full item record

Page view(s)

checked on Mar 9, 2023
Google Media

Google ScholarTM


Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.