IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v15y2023i9p7640-d1140738.html
   My bibliography  Save this article

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
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/15/9/7640/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/15/9/7640/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. 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.
    2. 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.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    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.
    2. Vassilios Makrakis, 2024. "Teachers’ Resilience Scale for Sustainability Enabled by ICT/Metaverse Learning Technologies: Factorial Structure, Reliability, and Validation," Sustainability, MDPI, vol. 16(17), pages 1-12, September.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Rastislav Metruk, 2021. "The Use of Smartphone English Language Learning Apps in the Process of Learning English: Slovak EFL Students’ Perspectives," Sustainability, MDPI, vol. 13(15), pages 1-17, July.
    2. Karmila Rafiqah M. Rafiq & Harwati Hashim & Melor Md Yunus, 2021. "Sustaining Education with Mobile Learning for English for Specific Purposes (ESP): A Systematic Review (2012–2021)," Sustainability, MDPI, vol. 13(17), pages 1-18, August.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:15:y:2023:i:9:p:7640-:d:1140738. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.