Cyclic improvement in the implementation of reflective practice

Abstract

This article aims to identify the practice of reflection process of Chemistry trainee teacher implemented to during the teaching session through cycles of improvements. This qualitative study involves two main cycles. Cycle 1 involved a process of reflection practice based on the trainee teachers' understanding. Cycle II involves a process of reflection practice, guided by lecturers and tutors. A total of 15 trainee teachers have been purposively chosen as respondents. The instrument consisted of a reflection journal and video recordings of teaching. Data were analyzed using narrative analysis. The results showed that Cycle II has the ability to make the practice of reflection for the trainee teachers to be more structured, systematic, and conforms to be critical than cycle I which is less structured, less systematic and descriptive. Overall, the study showed that improvement cycle was able to enhance the reflective practice more efficiently.