CRITICAL REFLECTION PROCESS MODEL FOR TRANSFORMATIVE TEACHING AND LEARNING IN VALUES EDUCATION
Keywords:
critical reflection process (CRP), pedagogical reflective practice, ethical decision-making, teacher effectiveness, professional development, values educationAbstract
This study examines how the Critical Reflection Process helps Values Education (VE) teachers become more systematic and dynamic in their teaching strategies. Using a parallel convergent mixed-method design, the study surveyed 61 Values Education teachers from Public Secondary Schools in the city of Manila and conducted interviews with 20 VE teachers from two districts of the same city. Results indicated that VE teachers perceived Critical Reflection as a process involving deep thinking and a method of self-assessment that leads to ethical and informed decision-making. It also showed a high level of Pedagogical Reflective practice among Values Education teachers, while at the Critical Reflection Level, although teachers showed substantial result, however, five critical indicators: acknowledging the social and political consequences of teaching, being active inquirers, recognizing assumptions underlying beliefs, suspending judgments, and questioning commonly held beliefs, showed scores below the mean. These areas gave opportunities for further growth, ascribed to a critically reflective teacher. At the same time, qualitative interviews highlighted themes that played an essential role in enhancing teaching effectiveness through critical reflection and promoted a supportive and transformative learning environment that encourages higher-order thinking, personal responsibility, and continuous professional development. This study introduces the Critical Reflection Process (CRP) Model, a model that highlights systematic and dynamic introspection and ethical decision-making, enhancing both teachers' and students' understanding and rational perspectives in the teaching and learning process.
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