Introduction and Context
Through my experiences as a maths teacher in Middle school, I have gained insights into the significance of enhancing student engagement and participation levels in promoting learning that focuses on students’ needs and interests. In the critical reflection, I will critically assess my instructional practices, knowledge, and strengths and weaknesses as a maths teacher. The critical reflection will enable me to identify and apply pedagogical theories and approaches to optimize the quality of student learning in maths. Notably, student-centred learning approaches effectively enhance motivation and overall student outcomes (Kerimbayev et al., 2023). The research findings imply that for teachers to optimize the effectiveness of their instructional approaches, they must create an engaging and participatory environment where children are allowed to provide their opinions regarding their interests and needs in the learning process to achieve holistic development. For middle school students to effectively learn maths, they should have skills including problem-solving, confidence in tackling world problems, and high levels of reasoning where they can apply rules for solving specific problems. This critical reflection will focus on my experiences as a middle school maths teacher and the strategies I use to help students develop skills required for maths learning, including the capacity to apply deductive reasoning and ensuring students develop the capacity to apply them in real-world situations. My pedagogical strategy is based on the assumption that students should be effectively engaged and provided an opportunity to learn to improve their capacity to solve maths problems on their own effectively, hence providing my role as a facilitator. The reflective practice for teachers is important in helping improve the quality of instruction since it allows them to identify gaps in their pedagogical strategies and strategies that can be utilized to strengthen them (Pang et al., 2020). Analyzing my experiences and instructional practices will give me effective insight into areas I should focus on during professional development. Furthermore, the reflective process will help optimize student performances by enabling me to identify potential strategies for increasing student engagement and participation in the learning process.
Importance of Critical Reflection
Critical reflection refers to how individuals evaluate their methodologies, instructional approaches, and themselves to achieve continuous development in the future. Akella et al. (202) established that critical reflection is important to achieve transformation through reflection, re-evaluation, and reassessment. Critical analysis enables me to identify my strengths and weaknesses. An example is when I remembered that I provided students with low involvement in hands-on activities in most of the units, which could have improved the effectiveness of my instructional approach in enhancing students’ problem-solving capacities. In addition, a low number of activities during the maths lesson adversely affected the engagement and participation of students during the maths lesson. However, with the action plan for enhancing student performance developed by our maths department, I should create more hands-on activities within my current instructional plan since active learning among students is associated with improved student interests and motivation to participate in the learning process (Munna & Kalam, 2021). I also observed that for effective learning to happen in maths, I should set aside time to develop feedback from the students as partners within the learning process with the capacity to create knowledge and establish areas that need improvements within the current instructional practices.
Critical reflection enables me to identify experiences, actions, and ideas from different perspectives to identify weak and strong areas in my pedagogical approach. Critical reflection is an effective approach for optimizing the capacity of my pedagogical approaches to enable me to identify the required transformations for optimizing student engagement and participation in the learning process. The reflective practice helps me align my pedagogical approaches with the varying interests of my students by improving my skillset to adopt new proposals and methods. Notably, the reflective practices incorporate students and peers in assessing my pedagogical approaches, which helps provide an overview of the transformational changes required for optimizing the instructional approaches I apply. The reflection process represents the portfolio process, which involves collection, selection, reflection, projection, and presentation.
The first stage of the process involves defining the portfolio context and goals. The tasks incorporated within the definition of the context and goals include evaluating the assessment context and identifying available resources for improving the electronic portfolio. The record self-reflection provides an adequate strategy for gaining information regarding the work and achievement of goals (Marcos et al., 2019). In the self-reflection process, teachers engage with students and other educators to provide effective instruction for individuals. Students and teachers are involved through feedback regarding my teaching strategies. The presentation methods refer to methods used to express the study findings and strategies identified for optimizing the current pedagogical strategy.
Analysis of My Practice and Experiences
As a teacher, I typically engage in a continuous process of self-reflection and analysis to understand the implications of my pedagogical strategies on student learning and understanding of different mathematical concepts. Several factors might affect my capacity to reflect in action and on action. One factor affecting my capacity to reflect in action involves my emotional reaction to the situation as it happens. As a teacher, emotional responses are relevant and integral for reflecting on the practices I apply in maths teaching. Negative emotions experienced during the teaching process could help them improve their education and develop themselves further as teachers. Positive teaching experiences, on the other hand, are positively correlated with strengthening a teacher’s competency in instruction and development as a teacher (Pekkarien et al., 2021). As a maths teacher, developing effective instruction motivated me to apply the approach and create other alternatives for optimizing its effectiveness.
Another factor that might undermine the reflection in action involves previous experiences with a situation. Earlier experiences with a problem influence how individuals perceive the instructional strategies and their interest in engaging in professional development to improve their skill set. When the term “pedagogical self-efficacy” is applied to difficult tasks, it frequently refers to the capacity to assess one’s ability to accomplish a particular behaviour of accomplishment. It is the most critical element in sustained learning about overcoming environmental obstacles and pursuing personal objectives. Since Bandura introduced the concept of self-efficacy, numerous theories and ideas about professional self-efficacy have emerged. Illustrative instances of such notions include creative, scientific, and computer self-efficacy. Research examining the career development of teachers suggests that instructors are more likely to engage in self-reflection and professional development when they possess a strong sense of self-efficacy. A positive correlation has been observed between educators’ self-efficacy and their inclination to engage in professional development and instructional reflection activities. Runhaar et al. (2010) examined the relationship between instructional reflection and the professional self-efficacy of instructors in a study. The researchers observed that educators with robust professional self-efficacy exhibited elevated anticipation for their pupils.
Furthermore, self-efficacy frequently acts as a mediator in the process of teacher re-evaluation, in addition to having a direct influence on the process. For instance, the correlation between organizational support and teacher re-election is mediated by the teacher’s sense of self-efficacy, according to research conducted by Loughlan and Ryan (2022). A positive correlation has been observed between the development of teacher self-efficacy and the expansion of professional learning communities fostered through peer cooperation and feedback, according to Battersby and Verdi (2018).
There has been widespread recognition among education administrators, educators, scholars, and the general public regarding the critical importance of teaching support services in facilitating teachers’ capacity for lifelong learning. In her study, Meng (2021) employed grounded theory and a structural equation model to examine the factors that impact educators’ contemplation of integrated technology-based instructional practices. According to the findings, the characteristics of the students’ groups, performance expectations, convenience, and group influence directly impacted the intentional factors of Chinese instructors’ integrated technical and pedagogical reconstruction. Good school leaders, according to Steinert et al. (2019), can stimulate teachers to reflect on their practice and encourage them to challenge the old theoretical assumptions in teaching practice, in addition to providing a clear vision for the future career development of teachers and encouraging them to implement curriculum innovation in teaching practice. This viewpoint originates from the administrative side of the institution. A research investigation was undertaken by Yang et al. (2022) to assess the impact of principal leadership on teacher retention and professional development. Bootstrapping tests and structural equation modelling (SEM) were used to analyze the data collected from 1194 educators employed in 64 distinct institutions. Based on the results obtained, it was concluded that principals had substantial direct and indirect impacts on the reflective practice and professional development of educators.
The phrase “personal goal orientation” pertains to the behaviour of educators who participate in teaching-related endeavours because they derive pleasure from them. This leads to heightened assurance and gratification among educators while constituting the foundation for enduring knowledge acquisition. When examined through the lens of professional development, the notion of personal motivation is often intrinsically linked to the activity of teacher reflection. Motivation-based personal goal orientation not only exerts a direct impact on the reflective practice skill of educators but also acts as an intermediary between the reflection of teachers and the external environment. An example of a behaviour commonly regarded as “risky” is reflection, as Woerkom (2018) stated. Peer feedback often provides educators with external validation to address this matter, which may inadvertently motivate them to partake in such perilous conduct. In other words, educators with a robust learning goal orientation are inclined to exhibit greater motivation towards reflection. As a result, teachers’ inclination to partake in “risky” behaviours may be substantially heightened by the perception of peer feedback. According to Leithwood (2018), a crucial element of teacher motivation is educators’ internalization of school objectives and values. According to him, instructors are more motivated to engage in classroom reflection when they incorporate school objectives and values into personal development objectives.
Within the realm of educational practice, feedback denotes the ever-evolving exchange that occurs between educators and learners. Peer feedback occurs within the educational process when two or more instructors engage in dialogue and share their perspectives to achieve a specific instructional goal. Thompson et al. (2019), who examined the impact of peer feedback on educators’ capacity to engage in reflective practice, found that instructors may be motivated to seek assistance from more seasoned colleagues through peer feedback. This action empowers them to engage in more profound critical thinking regarding classroom work. Additionally, peer feedback can motivate educators to pursue opportunities for professional development. Weber et al. (2021) state that peer feedback and communication can positively impact educators’ reflective practice and professional development. This is because peer feedback can aid instructors in directing their attention towards crucial teaching occurrences, enabling them to assess and articulate their classroom management techniques effectively. According to Sumantri et al. (2019), due to the tendency for individual reflection to remain solely at the reporting level rather than the analysis level, collaboration among colleagues can facilitate more profound thinking among educators. Peer feedback can encourage instructors to engage in constructive self-reflection regarding their teaching, thereby reducing experimentation, critical analysis, and other forms of professional growth.
A form of instruction that educators frequently employ to improve the classroom atmosphere is teacher–student interaction. Through the process of resolving educational issues, this method of instruction can foster collaboration between educators and students and establish a teaching community that endures the course of instruction. Regarding the influence of the teacher-student relationship on teacher reflection, it is through dialogue interaction that instructors can be predominantly motivated to enhance their professional growth and reflective practice abilities. The research by Kazhikenova et al. (2021) involved 256 pupils enrolled in their fourth and fifth years at the University of Kazakhstan. The researchers discovered that dialogue and interaction between educators and learners can effectively enhance educators’ reflective practice ability.
Benefits of critical analysis
Critical analysis presents teachers with an effective platform for professional development by enabling them to to identify improvement areas. Reflective practice provides an important tool for practice-based professional learning since the teachers learn from their own experiences (Mathew et al., 2018). Through the deliberative process, the conventional methods of teaching maths that involved instructing students and expecting them to comprehend the knowledge being transmitted were ineffective. Furthermore, there was a need to integrate strategies for enhancing the levels of student engagement in the learning process, which provided me with insight regarding the need to improve my skills to leverage existing technology innovations for optimizing the outcomes of students in maths. In addition, the critical reflection process effectively improves student outcomes by providing teachers with insight regarding the effectiveness of their teaching strategies and bridging performance gaps in student learning (Asregid et al., 2023). Moreover, reflective practices enable teachers to identify social and cultural factors influencing student learning.
During maths instruction, I encourage students to increase their engagement and participation in the learning process by using strategies that grab students’ attention. An example of some techniques I utilize for increasing student engagement involves activities such as whole-group discussions, problem-based learning, and collaborative learning. Student-led discussions are associated with an improvement in students’ engagement levels within the learning environments since students must comprehend what other peers in the group present and build off on those comments. Furthermore, they are also associated with level improvements (Tamim, 2021). Conversely, I also leverage technology innovations to improve student participation and engagement levels, such as interactive learning tools and digital collaborative spaces for students. Through the reflective practice, I established that leveraging technology innovations and group discussions is essential for optimizing student engagement and participation in the learning process. However, there are challenges in enhancing student engagement and participation levels within the learning environments.
Low digital literacy among middle-class students adversely impacted student engagement levels since it exposed them to negative attitudes regarding the efficacy of the pedagogical approaches I applied within the classroom. Based on my reflective practice, some students were better at utilizing the available technologies within the learning process than others. Lack of adequate skills and capacity for using the available technologies adversely undermined their engagement in learning by reducing their interest in utilizing the technologies. I conducted an assessment on strategies for enhancing the engagement of students through the utilization of available technologies. I established that incorporating digital literacy within the instruction helped to improve the education technology uptake among students within the learning environments. Another strategy involved providing an adequate feedback channel for students to offer their opinions regarding their weak areas using the different engagement methods. According to Haleem et al. (2022), technology in education is essential for increasing the engagement of parents and students in the learning environments by optimizing the levels of communication and providing students with an adequate platform for providing their feedback regarding the learning process and pedagogical strategies.
Features of reflection
Reflective teaching is a cyclical process because the reflective and evaluative cycle begins again once you implement changes. As a result of your reflection, you may decide to do something differently or that what you are doing is the best way. Reflective practice is at the heart of our professional development and becoming a better teacher. Reflection results in learning through changing ideas and your understanding of the situation (Slade et al., 2019). Research acknowledges that reflective practices enable teachers to determine the source of the problems that affect their teaching and develop strategies for resolving the issue. In addition, the reflection facilitates the integration of knowledge and personalization of the professional development process by enabling individuals to identify effective areas of improvement that could be addressed through training and development.
Reflection is an active learning process, more than thinking or thoughtful action. Reflection also involves problematizing teaching by recognizing that practice has dilemmas and issues. Reflection is not a linear process but a cyclical one where reflection leads to the development of new ideas, which are then used to plan the next stages of learning. The reflection process enables teachers to act as change agents, allowing them to move from a technical to a more profound level of reflection. Instilling a feeling of professional autonomy helps teachers to act as change agents. Thus, teachers should ensure that they select the most effective pedagogical strategies that address the needs of different students to optimize their capacity to grasp things. When I teach students maths, I start by evaluating their needs and interests in learning maths to improve their engagement and participation in the learning process.
Reflection encourages looking at issues from different perspectives, which helps you understand the problem and scrutinize your values, assumptions, and perspective. Identifying the underlying factors is typically influenced by the availability of information that enables me to identify the profound needs in my current instruction approaches and establish an efficient method for optimizing student engagement and participation. Furthermore, providing an effective strategy based on different perspectives helps individuals reduce the bias of individual perceptions of teachers regarding the efficacy of their instructional methods. Thus, as a teacher, I must have adequate knowledge of the content and establish the most effective way to enhance students’ engagement in the learning process.
In addition, I have adequate use of various strategies such as prior knowledge assessment, graphic organizers, and brainstorming. These activities enable the student to participate in the process of evaluating “what is already known” versus what is not known. In addition, I also engage students in various learning activities, including collective quizzing, inductive reasoning, visible thinking routines, and group work. I also utilize the lesson plan for self-reflection in consultation with my peers (See Appendix 1).
Reflecting Effectively and Ensuring it Leads to Learning
As a teacher, I ensure effective reflection by incorporating various strategies for obtaining critical information regarding my teaching practices. This process involves providing an effective feedback channel for the students and colleagues regarding their perception of the effectiveness of the current pedagogical strategies. Feedback provides an effective feedback platform for supporting reflective practices since teachers can objectively evaluate their pedagogical methods based on the responses received from others regarding their pedagogical approaches (Asregid et al., 2023). I ensure effective reflection by undertaking a collaborative approach when evaluating my pedagogical approaches and strategies that can be utilized for promoting effective feedback for individuals. Furthermore, I also use journals to assess my feelings and reactions towards various pedagogical approaches. The insights gained are important since they can be utilized for establishing individuals’ engagement levels in the learning process.
Reflection fosters improvements in teachers’ engagement levels in activities that enhance their skills and the effectiveness of their instructional approaches. One of my strategies involves establishing the goals and objectives and assigning a timeframe for their achievement. In addition, I also engage in reflective writing, which offers adequate information for evaluating my sense of my work beliefs, perspectives, and expectations (See Appendix 2). Notably, I can review the notes at any point and establish my feelings towards certain situations. I can also show what strategies worked best and those that did not work through a review of the notes. Over time, I have developed an in-depth knowledge of my pedagogical skills and identified weak areas in the pedagogy that needed to be altered to enhance its effectiveness. I have also grown more open to critiques of my pedagogical skills through self-evaluation of my pedagogical style.
I also ensure an effective feedback channel while assessing my pedagogical skills. Reflective processes enable the teachers to engage students and peers, which helps to enhance their levels of engagement and participation in the learning activities since I can identify the areas that need to be improved to optimize their classroom environments (Li et al., 2020). In addition, they also enable teachers to gain a broader perspective on the professional training needs for improving the current pedagogical approaches, for example, by incorporating technology features for enhancing students’ collaboration and participation in classroom activities. I engage my peers in the observational evaluation of my instruction and also engage them in establishing the weaknesses and strengths of the pedagogical approaches.
Another approach I apply for ensuring that reflection leads to learning involves frequent assessment of the pedagogical approaches utilized in the classroom environment. The evaluation can be both subjective or summative, where I provide the students with an assessment to establish their levels of understanding in maths and questionnaires that investigate their perception regarding their engagement in the learning process and recommendations for alignment of current practices with their needs and interests. The assessment results are the reference for evaluating the current provisions against the expectations of students with specific pedagogical approaches.
Tools for Reflection
As a teacher, I have often applied several models for conducting self-reflection regarding my instruction practices. Some of the strategies I have often used involve the Kolb Cycle and Gibbs Reflective Cycle. The Kolb Cycle, also known as the experiential learning cycle, entails a four-stage process that describes the learning process through critical reflection on the teaching process. In applying this model, I provide an effective overview of my concrete experience through time while providing math instruction. I typically begin the process by describing my experiences, such as challenges and observations regarding the effectiveness of different pedagogical strategies for maths instruction. Research established that parental involvement in student learning positively influences student motivations and engagement (Yang et al., 2023). Based on the observation of the current processes, the main areas that required development involve improving communication and collaboration between the math department and other departments, analyzing and utilizing data to inform decision-making, and promoting parental involvement in supporting math learning at home.
The next process in the Kolb cycle involves a reflective observation of the relationship between my e4xperience and linking it to my skills, knowledge, and previous experiences. In this stage, the learner thinks about the teaching experiences established and reflects upon how the pedagogical approaches align with their skills and knowledge in math instruction. Based on the evaluation of the action plan, the institution aims to incorporate exploratory activities, visual representation, collaborative projects, and dedicated problem-solving stations within the classroom. These objectives effectively align with my current instructional practices since I can incorporate digital learning tools in maths practices to foster student engagement and participation in the learning practice. In addition, I also improve the engagement of middle school learners by establishing exploratory activities since they provide the learners with hands-on activities. Next, I provided students with assessments for reflecting on their educational practices with the type of math instruction I offered and their effectiveness in grasping different maths contents. In the third stage of the Kolb cycle, “abstract conceptualization”, learners presented the assessment of the pedagogical strategies used by the teacher and how the conceptualization helped them engage in the learning process. In the final stage, “Active experimentation”, the learners utilize the new knowledge gained in the learning process to solve real math problems independently. Learners must use mathematical concepts learnt in answering the questions presented in the assessment.
The Gibbs reflective cycle represents an effective tool for fostering critical thinking, deep learning, and professional growth among teachers. The six stages involved in the reflective cycle involve description, feelings, evaluation, analysis, conclusion, and action plan (Miller et al., 2020). The Gibbs model acknowledges individuals’ feelings about a situation and how they start reflecting on it. First, using alternative instruction strategies, I evaluate the feelings developed during the learning experiences. The first process seeks to answer questions such as “What were your feelings during and before the experience?” and “Describe your feelings after the experience”. The next process in the evaluative cycle involves evaluating the experience using questions such as “What was the outcome of the experience?” and “What worked well during the experience?”. The third step involves analysis of the data to establish things that went well and my perceptions regarding why they think it went well. In addition, the third step evaluates things that did not work well and what could have been done to avoid the adverse outcomes. The fourth step involves developing conclusions regarding what could have been done differently and lessons learned from the learning experiences. In addition, the step also evaluates the impacts of the experiences on the current knowledge levels. The next process involves the action plan, where I consider what needs to be done to improve the experiences in the future and the steps that should be taken to improve the experiences.
The Atkins and Murphy model promotes a deeper level of reflection on the current professional achievements of individuals and the efficacy of recommended alternatives for instruction. Their model involves five stages: awareness, description of the situation, analysis of feelings and knowledge, evaluation of the relevance of the knowledge, and identification of any learning that occurred through the reflective practice. The awareness phase evaluates the discomforts or experiences of teachers through the use of particular pedagogical strategies. In the next step, “description of the situation”, the authors assess the salient feelings, thoughts, features or events that occurred with the application of the current strategies. The third step in the model evaluates the feelings and knowledge. The phase also considers alternatives to improving the current practices. The fourth stage evaluates the relevance of the other options developed for solving the problem and utilizing the knowledge gained to optimize the pedagogical strategy. Finally, one considers the lessons learnt from the reflective process.
Conclusions and next steps
The critical reflection highlighted the strengths and weaknesses in my instructional strategies to establish areas that needed improvement or adjustments to increase student engagement and participation in the maths lesson. The reflective practice represents a cyclical process of evaluating, implementing, and re-evaluating different pedagogical approaches in learning environments. Based on my critical evaluation of my instructional practices and experiences as a maths teacher, I identified several areas I could leverage to improve the pedagogical approaches provided to middle school learners. Some of the strategies identified involved increasing the use of hands-on activities for learners that allowed them to participate in the learning process actively. This reflective process is effective since it provides me with significant insights regarding areas that need effective consideration in terms of professional development.
Furthermore, reflection is also effective for identifying strong areas regarding my instructional approaches, such as using technology to improve student engagement. Through collaborative platforms, students can effectively be engaged in the learning process since parents can participate in the learning process, supporting learning at home. In general, reflective practice is essential for supporting constructive modifications to instructional approaches and incorporating new educational techniques.
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Appendix
Appendix 1: Lesson Plan for Maths Lesson
Appendix 2: Journal of My Reflection
- I scheduled a different class for algebraic expressions. I first provided the students with a self-assessment regarding what they already know about algebraic expressions to evaluate their strengths and weaknesses.
- I identified that most of them needed to learn aboutknow what algebraic expressions were despite being advised to study about them in the previous assignment.
- I then divided the class of 20 students into 4 four groups and assigned them each an operator to work with and discuss among themselves.
- During the 30-minute group discussion, I answered questions and provided feedback to enhance the quality of group discussions.
- Later, I recombined the class and asked each student to provide an opinion regarding the respective areas that they were assigned.
- This strategy enabled students to achieve a higher level of Bloom’s Taxonomy since most students could clearly articulate the different functions of algebraic expressions and express an in-depth understanding of the concept.
- The overall participatory behaviours of the students during and after the group work were positive since they provided significant contributions during the collaborative approach to studying the unit.
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