Preservice Teachers' Reflective Practice and Self-Directed Learning in Teaching Practicum Experience: A Mixed-Methods Study
Article Sidebar
Main Article Content
บทคัดย่อ
This mixed-methods study explores the role of reflective practice in fostering self-directed learning (SDL) among preservice teachers during their fully online teaching practicum experience. The study involved 230 students enrolled in the Graduate Diploma Program in Curriculum and Instruction at Sukhothai Thammathirat Open University. Data collection methods included pre- and post-practicum administration of the Self-Directed Learning Questionnaire (SDLQ), reflective journals (n=187), and semi-structured interviews (n=12). The quantitative data were analyzed using descriptive statistics and the qualitative data were analyzed from journals and interviews, which were subjected to thematic analysis. Quantitative results showed a consistent increase in motivation, self-monitoring, and self-management after the practicum. Thematic analysis of qualitative data revealed that structured reflection facilitated through teaching videos, mentor feedback, and peer interaction contributed significantly to SDL development. Contextual factors in the teaching practicum such as digital supervision platforms and structured self-assessment frameworks were also found to enhance engagement and personal growth. The findings emphasized the importance of integrating reflective practice into teacher education programs to build autonomy, metacognition, and professional identity aligned with lifelong learning.
Article Details
อนุญาตภายใต้เงื่อนไข Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
เนื้อหาและข้อมูลในบทความที่ลงตีพิมพ์ในวารสารวิชาการมหาวิทยาลัยราชภัฏภูเก็ต ถือเป็นข้อคิดเห็นและความรับผิดชอบของผู้เขียนบทความโดยตรง ซึ่งกองบรรณาธิการวารสารฯ ไม่จำเป็นต้องเห็นด้วยหรือร่วมรับผิดชอบใด ๆ
บทความ ข้อมูล เนื้อหา รูปภาพ ฯลฯ ที่ได้รับการตีพิมพ์ในวารสารวิชาการมหาวิทยาลัยราชภัฏภูเก็ต ถือเป็นลิขสิทธิ์ของวารสารวิชาการมหาวิทยาลัยราชภัฏภูเก็ต หากบุคคลหรือหน่วยงานใดต้องการนำทั้งหมดหรือส่วนหนึ่งส่วนใดไปเผยแพร่ต่อหรือเพื่อกระทำการใด ๆ จะต้องได้รับอนุญาตเป็นลายลักษณ์อักษรจากวารสารวิชาการมหาวิทยาลัยราชภัฏภูเก็ตก่อนเท่านั้น
เอกสารอ้างอิง
Ambreen, M., & Arif, A. (2022). Self-directed professional development approach: A challenge for secondary school teachers. International Research Journal of Education and Innovation, 3(1), 300–309.
Brookfield, S. D. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.
Chinnapong, U., & Pulsuwan, S. (2012). The development of self-directed learning model for community college students. Journal of Research and Curriculum Development, 2(1), 53–54.
Choy, S. C., Dinham, J., Yim, J. S., & Williams, P. (2021). Reflective thinking practices among pre-service teachers: Comparison between Malaysia and Australia. Australian Journal of Teacher Education, 46(2), Article 1. https://doi.org/10.14221/ajte.2021v46n2.1
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. D.C. Heath & Co.
Du Toit-Brits, C., Blignaut, J. H., & Vos, E. (Eds.). (2024). Self-directed learning: Curriculum implementation, praxis and scholarship in context (Vol. 14). AOSIS Books.
Etscheidt, S., Curran, C. M., & Sawyer, C. M. (2012). Promoting reflection in teacher preparation programs: A multilevel model. Teacher Education and Special Education, 35(1), 7–26. https://doi.org/10.1177/0888406411420887
Farrell, T. S. C., & Kennedy, B. (2019). Reflective practice framework for TESOL teachers: One teacher's reflective journey. Reflective Practice, 20(1), 1–12. https://doi.org/10.1080/14623943.2018.1539657
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18–33.
Gencel, I., & Saracaloğlu, A. S. (2018). The effect of layered curriculum on reflective thinking and on self-directed learning readiness of prospective teachers. International Journal of Progressive Education, 14(1), 8–20. https://doi.org/10.29329/ijpe.2018.129.2
Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. Association Press.
Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293–307. https://doi.org/10.1080/713693162
Li, Z., Wang, C., & Bonk, C. J. (2024). Exploring the utility of ChatGPT for self-directed online language learning. Online Learning, 28(3), 157–180. https://doi.org/10.24059/olj.v28i3.4497
Loyens, S. M. M., Magda, J., & Rikers, R. M. J. P. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educational Psychology Review, 20(4), 411–427. https://doi.org/10.1007/s10648-008-9082-7
Mushayikwa, E., & Lubben, F. (2009). Self-directed professional development: Hope for teachers working in deprived environments? Teaching and Teacher Education, 25(3), 375–382. https://doi.org/10.1016/j.tate.2008.12.003
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Suphasri, P., & Chinokul, S. (2021). Reflective practice in teacher education: Issues, challenges, and considerations. Journal of Language Teaching and Learning in Thailand, 62, 236–264.
Thabane, R. W. (2022). Mentoring student teachers for self-directed professional learning through the use of e-portfolios during teaching practice [Doctoral dissertation, Central University of Technology, Free State]. Institutional Repository.
Van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Springer. https://doi.org/10.1007/1-4020-7912-5
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Weaver, J. C., Bertelsen, C., & Othman, K. (2022). Reflection impacts preservice teachers' instruction and planning. Journal on Empowering Teaching Excellence, 6(2), Article 3. https://doi.org/10.26077/b2e1-0829
Zhang, X. (2020). Assessment for learning in constrained contexts: How does the teacher's self-directed development play out? Studies in Educational Evaluation, 66, Article 100909. https://doi.org/10.1016/j.stueduc.2020.100909
Zhao, W., & Lertlit, S. (2023). The enhancements of self-directed learning on tertiary level students' English reading skills: A Thai private university context. LEARN Journal: Language Education and Acquisition Research Network, 16(2), 588–602. https://so04.tci-thaijo.org/index.php/LEARN/article/view/266973
