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This study aimed to develop a critical reflection manual (CRM) to promote critical reflection among student teachers in teacher clinical experience (TCE). To achieve this aim, various tools for reflection in TCE were explored; reflective components in each reflective tool that are required to promote critical reflection among student teachers in TCE were discovered; and the level of reflection among student teachers during TCE was analysed. During the process of developing and refining the CRM, validation forms were given to four student teachers and fourteen experts who are senior lecturers from the renowned teacher education institutions to determine the face and content validity of the CRM. Case study design was used in this study. Ten Bachelor of Education with honours in Teaching English as a Second Language (TESL) student teachers of Sultan Idris Education University who have undergone TCE were purposely selected as the research participants. Data was collected from the self-refl.....

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Reflection and the promotion of reflective practice have been extensively emphasised in the teacher training and preparation programmes. In teacher education, many researchers have argued the importance of student teachers (STs) being able to develop their skills of reflection. This study was conducted to investigate the STs’ level of reflection during teacher clinical experience (TCE) (or variously known as the teaching practicum). It sought to analyse the level of reflection among STs from the Sultan Idris Education University (UPSI) in the current practice of reflective writing and after given exposure to the critical reflection manual (CRM) during TCE. The present study employed Van Manen’s (1977) three-stage model (technical, practical and critical) to determine the level of reflection based on STs’ self-reflection notes in their daily lesson plan books (for the current practice of reflective writing) and weekly reflective journal writings (for STs who were given exposure to.....

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