Evidence of Transformative Teaching Extracted from the Reflection Logs of Pre-Service Teachers using Butin's Cultural Lens

Abstract

This study aimed to analyze the Music, Arts, Physical Education and Health (MAPEH) pre-service teachers’ reflection logs using cultural lens of Butin’s model. Using the critical social design, this study investigated transformative teaching from 21 MAPEH pre-service teachers. The pre-service teachers were selected using maximum variation sampling method. Data were gathered from their written reflection logs in response to the questions crafted by the researcher. Findings revealed that pre-service teachers put premium to cultural competency and considered diversity in the educative process. Pre-service teachers have developed appreciation of student diversity by helping them understand and appreciate their uniqueness through meaningful connection with them. They even discussed with them issues beyond the classroom including personal problems and emotional concerns. In addition to this, MAPEH curriculum touches on the personal lives of students. Music and Arts depict culture, tradition, and beliefs of various groups. This study is based on the premise that MAPEH is best taught if teachers welcome cultural diversity, make learning forceful by touching on the personal experiences of the learners, and enhance the skills of students to make them useful in improving their lives and their community. These attributes require the adoption of transformative teaching and learning.