Reflexive pedagogy plays an important role in developing the learning experience of students in the Technical Vocational Livelihood (TVL) Track. These strategies will help TVL students to think critically on their learning processes, skills and experiences. Also, using reflexive pedagogy students become more engaged, self aware and observant in their practical learning environment. This approach encourages learners to be active builders of knowledge, fostering a more participatory and agency-driven educational experience.

One thing that I require of my students is to have reflective journals. These journals document students' experiences, thoughts on skills practice and new learnings. For example in my cooking class students will write about their plans on the dish, challenges encountered and successes. Also, students are encouraged to write their analysis of their performance and rate their finished product using given rubrics.

Another strategy that can be implemented is the self-assessment of competencies. Students are asked to monitor and evaluate their progress and own mastery of prescribed competencies in a given specialization. By self reflection students can assess their ability, competencies they excel and competencies they need to improve. In TESDA assessment candidates are asked to assess their competencies if they feel that they are capable of doing all listed competencies written in a self assessment guide at the time they are permitted to take the National Assessment.

In my cookery class peer feedback is essential. Students are divided into groups. Each member needs to have constructive feedback on their work, they exchange ideas on how food can be prepared and plated attractively, this fosters a collaborative learning environment. In preparing a dish or constructing a recipe students need to make a plan of it. They exchange ideas that help them to build critical thinking skills and develop teamwork.

Teachers can also share experiences of reflexive practices by narrating their challenges and learning experiences. For example, an agricultural class teacher may share their struggle in farming, what problems they always encountered in the field and how they were able to overcome such situations. Students on the other hand can give their ideas on the situation, able to have a second experience on the situation and can post solution on the matter.

In conclusion, adopting reflexive pedagogy in TVL tracks gives significant benefits to the students. Practices like reflective journals, self assessment, peer feedback and portfolio development can make students more engaged and self aware learners. These approaches help students not only develop their hard skills but also their soft skills prepare them to become competent in their chosen career and equip them with essential skills for lifelong learning and personal development.

References:

Stéphane Colognesi & Vanessa Hanin & Thibault Coppe & Virginie März & Agnès Deprit & Catherine Van Nieuwenhoven (2021). Developing Student Teachers’ Reflexivity Toward Their Course Planning: Implementation of a Training Program Focused on Writing and Reflective Skills - Stéphane Colognesi, Agnès Deprit, Thibault Coppe, Catherine Van Nieuwenhoven, Virginie März, Vanessa Hanin, 2021. journals.sagepub.com. Retrieved from https://journals.sagepub.com/doi/full/10.1177/21582440211016897

Serafina Pastore (n.d.). Teacher instructional practices and strategies for student self-assessment: Assessment in Education: Principles, Policy & Practice: Vol 32 , No 2 - Get Access. www.tandfonline.com. Retrieved from https://www.tandfonline.com/doi/full/10.1080/0969594X.2025.2510204?af=R