Teachers are not merely consumers of educational research; they can also contribute to knowledge through evidence drawn from their own professional experiences and practices.
This idea was among the key focuses of the ‘Reflective Writing Workshop: Research-Informed Educational Practice’, organised by HIVE Educators (Persatuan Kolektif Pendidik Sabah) at Dagang Workspace, K-Avenue, Kota Kinabalu, on 5th September 2026.
The workshop brought together teachers from several parts of Sabah, including Ranau, Lahad Datu, Kota Kinabalu, Membakut and Kudat.
The programme aimed to help educators understand reflective writing grounded in evidence and research, while also enabling them to distinguish between assumptions and evidence when examining their teaching and leadership experiences.
Participants were also guided in connecting their professional experiences with relevant educational research and developing reflective writing that is more analytical, critical and meaningful.
The workshop was facilitated by Auzellea Kristin Mozihim, with Josephine Lai Mui Kyun, Vice-Chairperson of HIVE Educators, and Lim Lai Poh, who served as programme coordinator.
Throughout the workshop, emphasis was placed on recognising teachers’ professional experiences as valuable sources of knowledge that can be systematically examined, supported by evidence and connected to existing research.
Through this process, teachers were encouraged to critically revisit their own practices, identify what works and what may require improvement, and document the professional learning that emerges from their experiences in schools and classrooms. The workshop also included a session on developing an action plan based on their reflective writing that will be implemented when they return to schools after the workshop.
The participants’ written reflections will be compiled for public readership, particularly for the wider education community.
The publication is expected to broaden knowledge-sharing among educators while providing a platform for the voices and experiences of Sabah teachers to be documented and contribute to wider educational discourse.
The initiative forms part of HIVE Educators’ efforts to cultivate reflective practitioners and teacher-scholars who not only apply existing knowledge but also contribute to the development of knowledge grounded in the realities of classrooms and schools.
