Engaging in reflective practice via vlogs: experience of Malaysian ESL pre-service teachers

Reflective practice serves as a vital area of teacher education and the impetus for professional development among pre-service teachers. Past research has lamented the lack of critical thought of the reflection made by pre-service teachers during their teaching practice. This paper presents a qualit...

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Main Authors: Wei Ann Ong, Suyansah Swanto, Asmaa Alsaqqaf
Format: Article
Language:English
English
Published: 2020
Subjects:
Online Access:https://eprints.ums.edu.my/id/eprint/26242/1/Engaging%20in%20reflective%20practice%20via%20vlogs.pdf
https://eprints.ums.edu.my/id/eprint/26242/2/Engaging%20in%20reflective%20practice%20via%20vlogs1.pdf
https://eprints.ums.edu.my/id/eprint/26242/
https://doi.org/10.17509/ijal.v9i3.23222
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Institution: Universiti Malaysia Sabah
Language: English
English
id my.ums.eprints.26242
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spelling my.ums.eprints.262422020-11-04T01:03:51Z https://eprints.ums.edu.my/id/eprint/26242/ Engaging in reflective practice via vlogs: experience of Malaysian ESL pre-service teachers Wei Ann Ong Suyansah Swanto Asmaa Alsaqqaf L Education (General) LB Theory and practice of education Reflective practice serves as a vital area of teacher education and the impetus for professional development among pre-service teachers. Past research has lamented the lack of critical thought of the reflection made by pre-service teachers during their teaching practice. This paper presents a qualitative investigation into the use of video blogs (vlogs), which are mediated online. The participants of the study comprised 13 pre-service ESL teachers studying in an Institute of Teacher Education. The data for this study was gathered via the analysis of the vlogs and the focus group interview. Results indicate that the respondents expressed mixed reactions to the approach, where some have enjoyed the experience while some feared of being judged and feeling awkward seeing themselves in vlogs. Most respondents have centered their reflections on issues they encountered during lessons, but one has shown the ability to reflect on issues beyond the classroom setting. The outcome of the study implied the need for pre -service teachers to be given additional coaching on the ‘how’ aspect of reflection. In addition, there is a need to address technical issues faced by respondents in using vlogs, as this can impede the reflecting experience and frequency of vlogs and comments posted by the participants. 2020 Article PeerReviewed text en https://eprints.ums.edu.my/id/eprint/26242/1/Engaging%20in%20reflective%20practice%20via%20vlogs.pdf text en https://eprints.ums.edu.my/id/eprint/26242/2/Engaging%20in%20reflective%20practice%20via%20vlogs1.pdf Wei Ann Ong and Suyansah Swanto and Asmaa Alsaqqaf (2020) Engaging in reflective practice via vlogs: experience of Malaysian ESL pre-service teachers. INDONESIAN JOURNAL OF APPLIED LINGUISTICS, 9 (3). pp. 715-723. https://doi.org/10.17509/ijal.v9i3.23222
institution Universiti Malaysia Sabah
building UMS Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sabah
content_source UMS Institutional Repository
url_provider http://eprints.ums.edu.my/
language English
English
topic L Education (General)
LB Theory and practice of education
spellingShingle L Education (General)
LB Theory and practice of education
Wei Ann Ong
Suyansah Swanto
Asmaa Alsaqqaf
Engaging in reflective practice via vlogs: experience of Malaysian ESL pre-service teachers
description Reflective practice serves as a vital area of teacher education and the impetus for professional development among pre-service teachers. Past research has lamented the lack of critical thought of the reflection made by pre-service teachers during their teaching practice. This paper presents a qualitative investigation into the use of video blogs (vlogs), which are mediated online. The participants of the study comprised 13 pre-service ESL teachers studying in an Institute of Teacher Education. The data for this study was gathered via the analysis of the vlogs and the focus group interview. Results indicate that the respondents expressed mixed reactions to the approach, where some have enjoyed the experience while some feared of being judged and feeling awkward seeing themselves in vlogs. Most respondents have centered their reflections on issues they encountered during lessons, but one has shown the ability to reflect on issues beyond the classroom setting. The outcome of the study implied the need for pre -service teachers to be given additional coaching on the ‘how’ aspect of reflection. In addition, there is a need to address technical issues faced by respondents in using vlogs, as this can impede the reflecting experience and frequency of vlogs and comments posted by the participants.
format Article
author Wei Ann Ong
Suyansah Swanto
Asmaa Alsaqqaf
author_facet Wei Ann Ong
Suyansah Swanto
Asmaa Alsaqqaf
author_sort Wei Ann Ong
title Engaging in reflective practice via vlogs: experience of Malaysian ESL pre-service teachers
title_short Engaging in reflective practice via vlogs: experience of Malaysian ESL pre-service teachers
title_full Engaging in reflective practice via vlogs: experience of Malaysian ESL pre-service teachers
title_fullStr Engaging in reflective practice via vlogs: experience of Malaysian ESL pre-service teachers
title_full_unstemmed Engaging in reflective practice via vlogs: experience of Malaysian ESL pre-service teachers
title_sort engaging in reflective practice via vlogs: experience of malaysian esl pre-service teachers
publishDate 2020
url https://eprints.ums.edu.my/id/eprint/26242/1/Engaging%20in%20reflective%20practice%20via%20vlogs.pdf
https://eprints.ums.edu.my/id/eprint/26242/2/Engaging%20in%20reflective%20practice%20via%20vlogs1.pdf
https://eprints.ums.edu.my/id/eprint/26242/
https://doi.org/10.17509/ijal.v9i3.23222
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