Reflective Practices of Teachers of a Public Elementary School

Abstract

INTRODUCTION

Reflective practice is an important tool in practice-based professional learning settings where people learn from their own professional experiences, rather than from formal learning or knowledge transfer. It is the most important source of personal professional development and improvement. It is also an important way to bring together theory and practice; through reflection a person is able to see and label forms of thought and theory within the context of his or her work. A person who reflects throughout his or her practice is not just looking back on past actions and events, but is taking a conscious look at emotions, experiences, actions, and responses, and using that information to add to his or her existing knowledge base and reach a higher level of understanding.

METHODS

This study utilized the descriptive-correlation design because of its appropriateness to the study. It was used to determine the relationship between the personological profile of the respondents and their evaluation of their reflective practices. It was an attempt to determine whether a degree of relationship exists between two or more variables. Likewise, the interview and observation methods were used also to support the data gathered by the researcher. In this study, it will establish whether or not there is relationship between the personological of the respondents and their reflective practices. The statistical treatments used are frequency and percentage, weighted mean, one-way ANOVA and Pearson product correlation. A total of fifty teachers across 3 different schools responded to a set of given questionnaire.

RESULTS

The respondents rendered different length of service and grade level assignment. Respondents' perception on their reflective practices in terms of discipline with a verbal interpretation of ready. Respondents' perception on their reflective practices in terms of pedagogical with a verbal interpretation of often. The weighted mean result of respondents' perception on their reflective practices in terms of relational with a verbal interpretation of often. The respondents rendered a service shows that there is no sufficient evidence that there is a significant difference between perceptions on their reflective practices to the length of service. There is no sufficient evidence that there is a significant difference between the perceptions on their reflective practices to the grade level handled.

DISCUSSIONS

The results show that there were more respondents in the primary than in the intermediate. This implies that the respondents were able to behave well in any particular circumstance by maintaining firmly their decisions and professionalism. That the respondents believe that they perform their duties and responsibilities in terms of instructional pedagogy more often. This is true because there were more teachers who have allied tasks aside from teaching alone. The teachers believe that they have often good relations with their pupils, colleagues, parents, the school administrators, and the community, often maintains good relationships with colleagues conducive to creating a collaborative culture focused on learning and get the support and involvement of the parents and other stakeholders to ensure the welfare of the pupils. The length of service cannot be enough as a basis to determine how a teacher performs in teaching in terms of how they improve relation with their pupils, colleagues, administrators and community, maintains discipline and good relation to other. There is no significant relationship between the reflective practices of the teachers and the subjects they are handling.