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Empowering Educators to Sustain Reflective Teaching Practices: The Validation of Instruments

Author

Listed:
  • Tun Zaw Oo

    (Institute of Education, Hungarian University of Agriculture and Life Sciences, 7400 Kaposvár, Hungary
    MTA-MATE Early Childhood Research Group, 7400 Kaposvár, Hungary)

  • Anita Habók

    (Institute of Education, University of Szeged, 6722 Szeged, Hungary)

  • Krisztián Józsa

    (Institute of Education, Hungarian University of Agriculture and Life Sciences, 7400 Kaposvár, Hungary
    Institute of Education, University of Szeged, 6722 Szeged, Hungary)

Abstract

This study aimed to investigate the sustainability of an instructional design utilizing the novel approach of the Reflective Teaching Model for Reading Comprehension (RTMRC), and to continuously develop and validate instruments for reflective measures to ensure the sustainable teaching of reading comprehension. The RTMRC design was featured based on two main parts: the reflective teaching process (planning, acting, reflecting and evaluating) and the reading comprehension process (reader, strategy, text and task). Then, a quasi-experiment (the pre- and post-test control group design) was conducted with 168 grade-9 students to assess the performance of the RTMRC in practice. The reflective questionnaire was also applied as an instrument to gather feedback from students about the instructional context, with the aim of supporting the sustainable reflective practices of the teacher. The reading achievement in the experimental group was evaluated and fostered using this model. Through the analyses of t -tests and Cohen’s d effect size, it was found that the experimental group teaching with RTMRC outperformed the control group without RTMRC teaching. Using exploratory factor analysis, confirmatory factor analysis, Rasch analysis and testing measurement invariance across groups, we report that the instruments were found to be valid for measuring the effect of the RTMRC in teaching reading comprehension in English Language Teaching (ELT) in a sustainable manner.

Suggested Citation

  • Tun Zaw Oo & Anita Habók & Krisztián Józsa, 2023. "Empowering Educators to Sustain Reflective Teaching Practices: The Validation of Instruments," Sustainability, MDPI, vol. 15(9), pages 1-24, May.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:9:p:7640-:d:1140738
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    References listed on IDEAS

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    1. Wenjuan Qi & Yuhong Jiang, 2021. "Use of a Graphic Organiser as a Pedagogical Instrument for the Sustainable Development of EFL Learners’ English Reading Comprehension," Sustainability, MDPI, vol. 13(24), pages 1-27, December.
    2. Prodhan Mahbub Ibna Seraj & Blanka Klimova & Hadina Habil, 2021. "Use of Mobile Phones in Teaching English in Bangladesh: A Systematic Review (2010–2020)," Sustainability, MDPI, vol. 13(10), pages 1-13, May.
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    Cited by:

    1. Fa Zhang & Christine L. Bae & Michael D. Broda & Alison C. Koenka, 2023. "Factor Structure of Student Science-Learning Motivation: Evidence from TIMSS U.S. Data," Sustainability, MDPI, vol. 15(17), pages 1-15, September.

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