Pixel International ConferencesPixel International ConferencesThe importance of reflection in enhancing teachers’ professional development has been widely acknowledged. Yet, not much is known about how EFL pre-service teachers embrace reflection and how they perceive reflective practice as one of the tools to improve their professional development. The current study attempts to address this gap by investigating how EFL pre-service teachers reflect on their teaching performances and perceive their reflective practices. Employing a mixed approach, the study involved 45 teacher candidates who were taking the Practicum at a private university. Quantitative data were elicited using a questionnaire and the qualitative data from open ended questions in the instrument as well as content analysis of portfolio entries and a self-reflecting video made by the participants, based on Farrell´s model for reflective practice. The findings show that student teachers seem to lack comprehension about what reflective practice is and the participants showed little engagement on deep and serious reflection based on their beliefs, practices and critical analysis of their own performance, even though they seem to acknowledge the importance of reflection. More information and training on how to reflect appropriately is needed to create a permanent reflective practice among pre-service EFL teachers and encourage a life-long commitment to reflective practice as a means for professional development.
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Keywords |
pre-service teachers; reflective teaching, practicum; English teacher education, reflection |
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