Innovation in Language Learning

The idea of teachers as reflective practitioners is strongly emphasized in the teacher training degree course offered by the Faculty of Education of the University of Malta. To enhance competence and improve professional development, student teachers must reflect critically on both the theory and practice regarding teaching. Reflection is, in fact, a critical questioning of one’s own practice. Student teachers are encouraged to initiate self-assessment and reflection by developing an ePortfolio (STeP) through the PDP (Professional Development Portfolio) sessions as part of their four year course. In the absence of self-assessing skills, the ePortfolio helps provide students with guidelines for self-assessment by incorporating examples of self-reflection and guidelines regarding the preparation of reflective writing and prompt feedback. Reflection is a crucial part of the ePortfolio process and without it, the ePortfolio becomes merely storage. Through the ePortfolio, student teachers are invited to carefully assess their own practices and to be critical so as to nurture a reflective attitude. The ePortfolio is intended to be the appropriate tool for the student teacher to give information about and interpret his/her practising philosophy as well as to show the characteristics of effective teaching practice. It is an important individual growth experience, offering student teachers the chance to collaborate with mentors and other colleagues. In this way STeP places the responsibility for learning, professional development and career direction on the practitioner. The student teacher is taught how to write reflectively about aspects of his/her professional development as a teacher, not simply by providing evidence about his/her practice, but above all, by thought and reflection, that show the process of growth and development from a prospective teacher to a reflective practitioner.