EDT 420-ACTION RESEARCH
1. INTRODUCTION
This action research is developed as an assessable task for the school of Education In-service
year two to identify an educational issue and to conduct an action research to solve and make
improvements to the problem. The research is based on the teachers’ perspective, an effort
towards improving human resource development. Having the background of primary
education system this research is to investigate if or whether classroom teachers use
reflection on their daily teaching practice. Despite of the efforts and resources used in
education sector. There are many factors that can be taken to contribute towards this
dilemma. However, this research will focus on the effectiveness of the teacher reflection.
Teachers are the agent of change responsible in implementing government policies and
directives. Therefore, this research intends to identify whether teachers uses reflective in
presenting lessons in the classroom, and it will be conducted in a primary school in Goroka
Eastern Highlands Province.
2. RESEARCH CONTEXT
2.1 PNG National Education Reform
Papua New Guinea Education system has been change through stages. From the colonial era
a Westernize system till our country got its independence and the system change. It was
Objective Base Education to Outcome Based Education and currently is the Standard Base
Education. Based on the Educational goals and directives, the National Education Plan
(NEP). This reforms also brings changes to the curriculum, structure, pedagogy, the teacher
professional development and the school itself to achieve the goals and aims set by the
Government of Papua New Guinea. Pasacharopolous (1988) reaffirmed that education is
considered as the route to economic prosperity, the key to scientific and technological
advancement, the means to combat unemployment, the foundation of social equality, and the
spearhead of political socialization and cultural diversity.
2.2 The School Context
There are more than twenty primary schools in the Kundiawa District of Chimbu province of
which I was posted to and taught in only six of those. Based on the topic of reflective
teaching in these school’s context, it evidently a step forward for improvement that is needed
by teachers as practitioners to improve their performances. Towards the change brought forth
by the reforms, most teachers are delivering lessons base on old teaching and learning
strategies which is at the most may be seen as outdated and boring for the children in this 21 st
generation to be motivated to learn. Goble (1977) stated that teachers are a critical factor to
development, they are in a privileged position to break the level of poverty, ignorance and
prejudicing a manner likely to be accepted by the population concerned.
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2.3 Classroom Context
In the classroom context, teachers should perform to the best of their ability to produce better
results. There are many factors that contribute towards this concern. There should be quality
infrastructure, proper resources and good administration that will support quality and
effective teaching. Teachers should be doing reflection on their lesson presentation in order to
motivate themselves for the next lesson.
2.4 Medium of Instruction
The medium of instruction used in the classroom should be English when presenting lessons
and must be in simple terms that students can understand it well and respond correctly to
what is explain and required. In that manner students can learn with enjoyment and proper
feedback.
2.5 Background of the Immediate Problem
Most teachers in primary schools of Kundiawa District do not take time to reflect on their
performances and analyze the impact it has on student achievement as well as their
professional performances. Because of this, the outcome of student achievement and their
performances has been declining and has not improved for a long time despite the reforms
done whilst to improving standards in education around the country. Most schools face this
problem but there is no proper evaluation to encounter the problem. In fact, there are factors
that contribute to the problem eg: lack of proper materials for the teacher to use. Therefore,
the problem is there should be reflective teaching and what should contribute towards this to
overcome the problem.
3. THE RESEARCH PROBLEM
Within the context of all the problems that have been identified, this research will basically
concern with “Reflective Teaching in Primary Schools”. Are primary school teachers
performing through reflection on lessons to deliver much needed outcome in terms of
producing more local educated professionals? Moreover, Mupa and Chinooneka (2015),
stated that what happens inside the classroom matters most compared to other aspects of the
school referring to the lack of attention given by school administration towards the general
physical and psycho-social emotional environment.
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4. THE RESEARCH PURPOSE
The purpose of this research is to investigate if whether reflective teaching can improve the
performance of teachers in Kundiawa District and students learning as a whole. Teacher’s
practice will be the center of this research. Pasmore (1980) mentioned that a test of a good
teacher is not whether s/he writes good on the board or keep good discipline, but what his/her
pupils learn what is intended for.
5. SIGNIFICANCE OF THE RESEARCH
This research is significant for the following reasons;
Firstly, the findings of this research will add new knowledge to the practice of teaching and
learning in primary schools Kundiawa.
Secondly, the findings of this research will assist education officials in the District to adjust
into current policies for the improvement of educational objectives in the area where the
schools located.
Thirdly, the results and findings of this research will extend the understanding of primary
school teachers to motivate their performances in doing reflective teaching in school level.
Finally, the result of this research will improve students’ educational achievement as it is
most likely to be the event through all that has discussed earlier.
6. REVIEW OF RELATED LITERATURE
6.1 Discussions of literatures
All in all, reflective teaching is one of the best alternatives towards professional development
and a unified way of thinking creatively and acting effectively on learning and performances;
it is about a person working to improve organization through improving him/her selves and is
based on the concept that change begins with individual before goes out. Reflective teaching
requires teachers to recount on their practice for future improvement.
Through reflection, strength and weaknesses areas will be identified and effective strategies
can be developed to enhance for improvements where teachers will from reflection map out
the future approach of their conduct and the proper impact it will have on the learners. The
failures identified will not willingly be repeated as will always be anticipated by the teacher.
According to Harlen, (1996) has developed a model which takes seriously the Weathlys
notion that children are purposeful and active meaning out a learning experiences. It also take
seriously the notion that the teacher, rather than being seen as an authority figure, should
adopt the role of facilitator. That is, the teacher needs to arrange learning experiences and to
act as a guide in building knowledge
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Through enhancement of techniques and strategies, teacher will make evaluation of
information to be well equipped with necessary tools and motivated to do their work. And
through continuous practice, teachers will improve their commitment, punctuality and
dedication for the teaching profession.
Furthermore, the concept of reflective teaching derived from reflective practice which entails
back to the discussion of ethics and judgment by Aristotle (Keogh & Walker, 1988) and
Schon (1974; 1987) led education to the notion of educating the reflective practitioners.
Osterman and Kottkamp (1993) drew further attention to the need of educators to be
reflective practitioners within the educational context with school administrators, curriculum
leaders and teachers.
Generally, reflective teaching in schools is a systematic, purposeful, and deliberate activity
that educates and empowers educators to be self-conscious of their activities and how their
actions influence others. Reflective teaching is about teachers questioning themselves about
the goals and value that guides their work, the context in which the teaching occurs and
examines their assumptions. Their teaching will always be based on appropriate teaching
strategies and approaches formulated after reflection from previous practices so it will as
much as possible must in a way allow for effective student understanding.
Reflective teaching in primary schools is a major concern in many countries of the
world. For reflective teaching to take place, we need torch lighters (Lacina & Block,
2011), teachers who distinguish themselves and set themselves apart from the rest. It is
argued that reflective teaching also takes place where there is reflective practice
(Nolan and Hoover, 2008; Delvin, Kift & Nelson, 2012). Reflective practices are
considered as the brick and motor for effective teaching and literature has this to say:
Lacking regularly engagement in reflective teaching, it is unlikely that we will be able
to understand the effects of our motivations, biases, and ambitions upon the ways in
which we create, manage and evaluate knowledge; and is vitally important, the ways
in which we are influencing the lives, directions, and achievements of those whom we
nurture and teach (Day, 1999b: p. 229).
Finally, the problems of inadequate academic results by students around the country should
be taken as a challenge for teachers to reflect on their practices and strategize proper
alternatives for improved practices and performances. To conclude, the changing population
growth in the new changing world has sat this great chore for teachers to become reflective
implementers in their roles for effective and relevant teaching tactics in the need of delivering
a quality, effective and productive education service for the nation has foreseen in the
national goals and objectives.
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7. RESEARCH DESIGN
This section of the research explains the type of design that will be used to carry out this
research. The plan of this section includes the research design, the research participants, data
gathering instruments and the ethical process that will be involved in this action research.
7.1 Participant
This research will require 4 participant which are all base level teachers. It will be a
purposive sampling because the selected participant will provide the much needed feedback
that seeks to fulfill the aim of the research in the process of answering the research questions.
7.2 Data gathering method
This are the data gathering instruments that will be used to collect information based on the
topic of the research which is reflective teaching in work place.
7.2.1 Questionnaires
This is a qualitative investigation that involves face to face or (one to one) interviews using
key questions and probes to inquire information, focus group interviews, Likert
questionnaires and observation checklist as data gathering instruments.
7.2.2 Interview
This research will use a face to face interview process.
Interview questions will be prepared for the interviewees to respond basing on the content of
the problem so they will be allocated to a room or set up where they will be interviewed on
an agreed time based on the following organization. Interview is carried out on the selected
participants to source information that is important relating to the link and effect of the
aspects of reflective teaching and learning based on the key research questions and
supporting questions of the study.
7.2.3. Observation
The observation will be based on checklist. Observation checklist will be prepared based on
the context of the research for base level teachers. The observation will be done on selected
teachers during lesson presentations.
7.2.4 Documents
Documents such as interview questions will be provided in advance for the interviewee also
the observational checklist will be given out and the likert questionnaires given following the
time schedule. Furthermore, other copies of documents found in respect to the main themes
of study will also be collected for instances directives from the education department, district
and provincial functions and school based documents like meeting minutes.
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8. RESULTS & DISCUSSION OF THE RESULTS
This research has been conducted with the assistant of fellow colleagues in a primary school
in Kundiawa District of Chimbu Province. The school is Kundiawa Primary School. After
two weeks of conducting the research using the data gathering instruments there has been
some possible answers captured from the participant’s opinions and views regarding the key
problem reflective in teaching.
8.1 Likert Questionnaires
Question 1. “Is your school practicing reflective teaching?”
Participant
YES
NO
Teacher
1

Teacher
Teacher
Teacher
2
3
4



Question 2. “Are you effectively practicing reflective teaching in your class?
Participant
YES
NO
Teacher
1

Teacher
Teacher
Teacher
2
3
4



8.2 Interview
The following data was collected from the four interviewee.
Question 1. “Do you understand what reflective teaching as a field teacher is?”
Teacher 1
Yes. I was engaged in reflective practice in the college when it comes to practical teaching.
Teacher 2
Yes. I have learnt about reflective teaching during my college time.
Teacher 3
Yes. At the college I did some reflection as described as one of the assessable task.
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Teacher 4
1. Yes. I did learn reflective teaching in college but due to overload work in teaching no
time for doing reflection.
Question 2. “As a practitioner, have you been implementing reflective teaching in your
classroom?”
Teacher 1
No. I cannot apply reflective teaching because of the workload in the teaching of seven
subjects daily and also the assessment of the seven subjects.
Teacher 2
I haven’t got enough time to do reflection after each day of teaching and the other extracurricular to perform in the school.
Teacher 3
I’m not able to do reflection on my lessons due to overload of task to perform especially
planning and programming of lessons each day.
Teacher 4
I wasn’t able to do reflection because of overload of work plus lack of proper materials in the
school, each day I have to prepare teaching aids for my lesson and learning of the students.
Question 3. “Does the school encourage reflective teaching?”
Teacher 1
No, there are no policy or guidelines in the school encouraging reflective teaching.
Teacher 2
No, there were no in-servicing on reflection practices by the heads of the school.
Teacher 3
No proper materials for teaching and learning, therefore teachers teach from whatever
available in the school and according to their planning.
Teacher 4
Too much work for the administration therefore they don’t emphasized on reflective teaching
or encouraging teachers about reflection.
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8.3 Observation Checklist
The data collected from the participants were based on the following question table below.
Participant
Variables
Teacher 1
Teacher 2
Teacher 3
Teacher 4
Practice
reflection in
daily teaching
Practice
reflection at
the end or
term




Teaching only
8.4 Discussions
The discussion of the results is done according to the data collecting instruments.
8.4.1 Likert questionnaire
All the four participants (Teachers) are equal by stating that they have never been applying
reflective teaching in their teaching practices.
8.4.2 Interview
From the four participants (Teachers), the first one responded that she understood what
reflective teaching means as she had been doing it during his time in college. However, she
admitted that she always occupied with schooling activities that limits her to do reflections.
The second participant said he knew and understand what reflective teaching is all about but
is not implementing it in his practice because of the little time given in teaching and learning.
The third participant said he did understand reflective teaching but was not implementing it
because of the continuous planning and programming of lessons and assessment plan every
academic year.
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The fourth participant confess she understood reflective teaching but due to lack of teaching
materials in the school she cannot perform other duties apart from planning and
implementation.
8.4.3 Observation
From the observation checklist, it is evident that they were just teaching year around. They
never did reflection or evaluate their practices in daily classroom teaching. Even though all
the skills they have learnt regarding reflective teaching in their college time, they do not
implement it through teaching in the classroom.
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9. CONCLUSION
The aim of this action research is to investigate reflective teaching in primary school level.
Thus, classroom teacher practices reflective teaching and learning during daily lesson
presentations. Pasmore (1980) mentioned that a test of a good teacher is not whether s/he
writes good on the board, keep good discipline or knows how to operate latest visual aid, but
what his/her pupils learn what is intended for them. By identifying factors the results and the
findings will help boost the phase of reflective teaching and learning in classroom situations,
teachers, education officials and stakeholders can evaluate, reorganize, replan and reapproach
teaching in such a way that will capture and develop the potential and interest of students
learning. Effective teachers will strive for the betterment of their students through reflection
and to have empirical fundamental knowledge to equip and motivate them in basic education
as their basis to grow and prosper in individual student’s educational journey.
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10. APPENDIX [A] Interview Schedule
Participants
Interview type
Teacher 1
Teacher 2
Teacher 3
Teacher 4
Open-ended
Open-ended
Open-ended
Open-ended
Number of
participants
1
1
1
1
Total
4
APPENDIX [B]. Likert Questionnaire
The teachers will be given questionnaires to fill. Questions will be based on the content of the
action research.
Question 1. “Is your school practicing reflective teaching?”
Participant
YES
Teacher
1
Teacher
Teacher
Teacher
2
3
4
NO
Question 2. “Are you effectively practicing reflective teaching in your class?
Participant
YES
Teacher
1
Teacher
Teacher
Teacher
2
3
4
NO
Place of Interview: ________________________
Position of Interviewee: ____________________
Date of Interview: _________________________
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Appendix [C] Interview Questionnaire
Answer each of the questions below about your experience on “Reflective Teaching.”
1. “Do you understand what reflective teaching as a field teacher is?”
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________
2. “As a practitioner, have you been implementing reflective teaching in your
classroom?”
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. “Does the school encourage Reflective Teaching?”
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Place of Interview: ______________
Position of interviewee: ____________
Date: _________________
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Appendix D. Observation
Observation Checklist
Place a tick in the space in one of the section in the variables.
Participant
Variables
Teacher 1
Teacher 2
Practice
reflection in
daily teaching
Practice
reflection at
the end or
term
Teaching only
Observer: _______________________
Position: ________________________
Date: ___________
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Teacher 3
Teacher 4
11. REFERENCE
Harlen, W. (1996). The teaching of science in primary schools. London David Fulton
publishers
Osterman, K. F., & Kottkamp, R. B. (1993). Reflective Practice for Educators: Improving
schooling Through Professional Development. Mahwah; Erlbaum.
Schon, D. (1983). The reflective practitioners. Basic books. New York
Schon, D. (1987). Educating the Reflective Practitioner. San Francisco: Jossey-Bass Inc.
Nolan and Hoover, (2008); How we Think. Chicago Renery.
Delvin, Kift & Nelson, (2012). Reflective Teaching Beliefs and Practices of Secondary
Educators.
Unpublished Doctoral Thesis, Cornell University.
Lacina & Block, (2011). Reflective Teaching: An Introduction. Mahwah: Erlbaum Associates.
Passmore, J (1980). The Philosophy of Teaching. Gloucester, London. Duckworth.
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