ABSTRACT

In both Australia and Malaysia where there is strong central oversight of education, reflective thinking is promoted as integral to an effective pedagogy that leads to good quality learner outcomes. Besides providing tools and resources for teachers and pre-service teachers to use, increasing the systemic procedures for teacher advancement and accreditation require documented evidence of reflective practice. While the idea of the reflective practitioner has taken hold in the Australian and Malaysian education sectors, there are questions about the value of externally driven approaches for developing the internalised and meaningful reflective practices that are sought. This scoping review seeks to draw together the existing literature, and to identify emerging themes, opportunities, barriers and challenges for researchers in relation to the way reflective practice is manifested in Malaysia and Australia; how widespread its adoption is; and the effectiveness of different practices. The overarching finding is that this area is under researched.

摘要

在澳大利亚和马来西亚都有强大的教育中央监督，反思性思维被推广为有效教学法的组成部分，从而导致高质量的学习成果。除了为教师和职前教师提供工具和资源外，增加教师晋升和认证的系统程序需要反思性实践的书面证据。虽然反思从业者的想法已经在澳大利亚和马来西亚的教育部门扎根，但对于开发所寻求的内化和有意义的反思实践的外部驱动方法的价值存在疑问。本范围审查旨在汇集现有文献，并确定新出现的主题、机会、在马来西亚和澳大利亚，研究人员在反思实践的表现方式方面面临的障碍和挑战；它的采用有多广泛；以及不同做法的有效性。总体发现是该领域正在研究中。