Keberkesanan Penulisan Refleksi Terhadap Siswa Guru

Abstract

The aim of this study is to examine the extent to which the writing of reflections can help improve teacher trainess's meta-cognitive ability or skill to reflect on their lives and careers. The study used the Consensual Qualitative Investigation and data was collected through structured interviews. The study was conducted in two phases, beginning with a two-hour reflection writing workshop on definitions, processes, models an reflection tools. In phase two, an interview session was held with 18 teacher trainees after they had completed the reflective writing assignment. The three main themes generated through data analysis were self evaluation, self regulation as well as disposition and value. The findings reveal that self-assessment helps teacher trainees discover their strengths and weaknesses thus helping them master certain skills. The teacher trainees agreed that the writing of reflections helped them in self-regulation. Self-regulation allowed the students to manage their intrinsic emotions, impulses and external factors that influence their emotions. The findings also showed that the writing of reflections helped in developing their self-esteem. It made the teacher trainees reflect on their problems and come up with possible solutions to solve those problems. Thus, the findings show that the writing of reflections can develop the teacher trainees disposition and self-value besides enhancing their teaching professionalism.