Options
A qualitative study of six primary school English language teachers as they reflect on their teaching of reading
Author
Nandprasar Sushila Devi
Supervisor
Farrell, Thomas S. C. (Thomas Sylvester Charles)
Abstract
This study investigates the scope, nature and role of reflective practice in the professional development of teachers involved in the teaching of Reading to pupils in Primary One. This is done through the analysis of teachers' beliefs and their actual classroom practices. The relations, if any, between them are examined in the context of the teaching of reading. The study focuses on one level - the teachers involved in teaching Primary One pupils. Instruments of non-participant observation and qualitative analysis such as description, interviews, reflections in journals, tape-recordings of lessons taught, focus group discussions, lesson notes and questionnaires are employed for the purpose of data collection, analysis and for drawing conclusions and making recommendations.
A lot of research has been done on reflective practice and its effectiveness in bringing about professional development in teachers. However, very few studies in the area of the teaching of Reading investigate teachers' beliefs which underlie their practices. Even fewer studies have looked at teacher reflections on their approaches to the teaching of Reading and their own learning. Consequently, this study is an attempt to fill this gap in the context of reflective practice within the argument of professional development.
The findings reveal that there was a rather close match amongst all the six teachers' underlying beliefs and their actual practices in teaching Reading to Primary One pupils. Comparisons between the teachers' beliefs and their actual practices in the approaches used to teach reading reveal that their actual practice exceeded their beliefs in terms of the variety of approaches used.
It may be argued that teachers offered with the opportunities to reflect on their practice would necessarily show improved classroom practice be it in the variety of approaches used or in the quality of an approach normally used. This site-based professional development in the form of a learning circle integrating elements of reflective practice makes learning authentic as it is embedded in the realities of school.
Finally, recommendations and suggestions for incorporating reflective practice as a school culture in professional development in the teaching of not only Reading but also other areas of the curriculum are made. The general principles in terms of the systemic structures and processes used in the study may be applied across disciplines. The findings can be integrated into existing systems and practices thus promoting a culture of continual learning.
A lot of research has been done on reflective practice and its effectiveness in bringing about professional development in teachers. However, very few studies in the area of the teaching of Reading investigate teachers' beliefs which underlie their practices. Even fewer studies have looked at teacher reflections on their approaches to the teaching of Reading and their own learning. Consequently, this study is an attempt to fill this gap in the context of reflective practice within the argument of professional development.
The findings reveal that there was a rather close match amongst all the six teachers' underlying beliefs and their actual practices in teaching Reading to Primary One pupils. Comparisons between the teachers' beliefs and their actual practices in the approaches used to teach reading reveal that their actual practice exceeded their beliefs in terms of the variety of approaches used.
It may be argued that teachers offered with the opportunities to reflect on their practice would necessarily show improved classroom practice be it in the variety of approaches used or in the quality of an approach normally used. This site-based professional development in the form of a learning circle integrating elements of reflective practice makes learning authentic as it is embedded in the realities of school.
Finally, recommendations and suggestions for incorporating reflective practice as a school culture in professional development in the teaching of not only Reading but also other areas of the curriculum are made. The general principles in terms of the systemic structures and processes used in the study may be applied across disciplines. The findings can be integrated into existing systems and practices thus promoting a culture of continual learning.
Date Issued
2002
Call Number
PE1066 Nan
Date Submitted
2002