Pre-Service Teachers’ Reflection Logs: Pieces of Evidence of Transformative Teaching and Emancipation

Jasper Jay Nievera Mendoza


With critical social design put into practice, this study described and investigated transformative teaching and emancipation pieces of evidence from 21 Music, Arts, Physical Education and Health (MAPEH) pre-service teachers. The participants’ reflection logs were analyzed, with Butin’s technical lens framework as a guide. Findings revealed that the pre-service teachers encountered challenges with the students, parents, cooperating teachers and principals, which turned out to be opportunities for pre-service teachers to exercise their decision-making skills. These participants’ springboard to transformative learning and emancipation, henceforth, were the teaching strategies, principles and learning activities they acquired from their instructors. Pre-service teachers realized they could explore epistemic change as a result of reflection and contemplation.

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International Journal of Higher Education
ISSN 1927-6044 (Print) ISSN 1927-6052 (Online) Email:

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