CMALT 2011 and 2021: Personal narratives for professional recognition

Professional recognition through Certified Membership of the Association for Learning Technology (CMALT) provides a significant opportunity for all those who use learning technologies to be acknowledged for their experience, capabilities, and practice. The CMALT portfolio requires a personal narrative that presents description, critical reflection, and evidence of professional practice. Through an experiential lens, this paper considers three facets of the authors’ CMALT experiences a decade apart—how the portfolios as personal narratives encouraged reflection on practice; the commonalities in the technology themes presented in those portfolios; and how reflective coaching contributed to the benefits of applying for CMALT.

DAMPAK PEMBINAAN REFLEKTIF TERHADAP PENGEMBANGAN PROFESIONALISME DAN KETERAMPILAN MENGAJAR GURU

Reflective coaching as a formative model mainly aims to evaluate and help teachers develop teaching skills. To understand the context of reflective coaching, one needs to understand the meaning of reflection. The method used in this study is a qualitative method with a pre-experimental approach. This research was conducted during the first semester of the 2018-2019 Academic Year. 30 teachers from Al-Ihsan High School Jakarta were joined. It consists of 16 female teachers and 14 male teachers with ages ranging from 22 to 40 years. The study was conducted during the teacher education program training. From this research, it can be seen that reflective coaching, in this context, is considered to play an important role in creating efforts that prioritize collaboration. It is also a viable and potentially reusable monitoring model in both pre-service and in-service contexts.