2018 Volume 15 Pages 12-21
Reflective practice is a skill that experts learn through their own practical experiences. To improve class practice and reflective education, it is necessary to conduct a review of classes, based on teachers’ experiences, and clearly identify problems and solutions. The ongoing cognitive method and teaching diary method are two effective methods for reviewing reflection-oriented practical skills. The ongoing cognitive method records the class recognition perceived during class practice. The teaching diary method reflects on class practice after class to express implicit class recognition through description. This study aimed to improve class practice and reflection-oriented practical skills by applying a combination of the ongoing cognitive and teaching diary methods. The utterance record used in the ongoing cognitive method was divided into “Cognition,”“Task,” “Prospect/Improvement plan,”“Positive perception,” and “Realizations,” and the frequency with which these occurred was quantitatively evaluated. Entries in the teaching diary description were divided into “Fact (F),”“Skill (S),”“Judge (J),”“Reason (R),” and “Prospect (P),” to organize and analyze the cognitive process after class practice. The findings of this study are as follows.
[1] Analysis of the utterance record using the ongoing method and that of the diary description summarized by the teaching diary method revealed the teacher’s class recognition process. [2] Applying the ongoing method clarified that the teacher’s perception of the students’ state and the perception of his own teaching skills were accompanied by metacognition during teaching practice. [3] Implicit recognition during class was explicated through the diary description, and the framework of cognition and judgment in the next lesson was modified. [4] Based on the teacher’s cognition and judgment framework that was modified through the teaching diary method, the teacher’s perception of the students’ state and the perception of his own teaching skills were recognized during teaching practice. [5] Based on the analysis using the two methods, the class interactions generating negative feedback were extracted, because the class did not proceed smoothly according to the cyclical process of reflection involved in [3] and [4]. The pattern in the teacher’s perception of the students’ state was extracted. [6] The teacher’s emotional process was meta-recognized by using the ongoing cognitive method, following which it was reconsidered by the teaching diary method. This resulted in the modification of the framework of teacher’s perceptions of students and his own teaching skills.
