Perceptions and Practices of EFL Pre-service Teachers about Reflective Teaching

Abstract

Current theories of teacher education and teaching expertise as a process consider teacher/ student teacher reflection one of the main ways of learning how to teach effectively. Such theories of teacher expertise reinforce the claim that teachers who engage in reflective practices can develop a deeper understanding of their teaching, assess their professional growth, develop informed decision-making skills, and become proactive and confident in their teaching. Given the importance of reflective teaching, this case study focused on exploring pre-service teachers' perceptions and practices of reflection in teaching. Three student teachers took part in the study. Portfolios, reflective journals, observations and discussions were used to collect the data. The qualitative analysis showed that pre-service teachers generally believed that reflection was useful and helpful, particularly at the beginning of their teaching experience. Then, it became just a repetitive routine act. Analyzing pre-service teachers' practices, the study indicated that student teachers' reflection was general, brief, and mostly descriptive in nature. Pre-service teachers did not really engage in effective reflection practices. The study suggested that there is a need for reconsidering reflective teaching in undergraduate courses of Teaching English as a Foreign Language (TEFL).

L’impact du mentorat réciproque par les pairs sur le développement de la pratique réflexive et des compétences émotionnelles chez les futurs enseignants de FLE

“…En dernier lieu, le fait de s'engager dans une pratique réflexive octroie au praticien plus de confiance en soi-même et en sa capacité à progresser. Il renforce également son autonomie et sa capacité à élaborer des stratégies d'adaptation et des aptitudes à résoudre les problèmes affrontés, ce qui lui garantit une insertion professionnelle réussie (Ordre des éducatrices et des éducateurs (OEPE), 2017; Gareau, 2018;Alsuhaibani, 2019). Ainsi, à partir de cette présentation de l'importance de développer la pratique réflexive, il semble primordial d'intégrer cette notion dans les programmes de formation des enseignants en pré-service et en cours de service vu les atouts majeurs qu'elle peut susciter chez eux.…”

Becoming reflective practitioners: Mathematics student teachers' experiences

“…Van Manen (1977) had developed three levels of reflection; these are: technical, practical, and critical reflection, based on the work of Habermas as a hierarchical structure (Sellars, 2017). The technical level is the lowest level of reflection in which the teacher considers the effectiveness of the practices to accomplish lesson goals and objectives (Alsuhaibani, 2019). The teacher reflects on context-specific teaching and learning at the practical level such as classroom experience, incidents, and specific students' actions.…”

Professional Development and Teaching Practices of EFL Palestinian Teachers during COVID-19 Pandemic: A Case Study of Three Female Teachers

“…The first tool asked the three teachers to provide written reflections showing how they responded to school closure during the COVID-19 pandemic, to serve the students who were affected by school closures in the Palestinian context. Alsuhaibani (2019), maintained that engaging teachers in reflective practices help them develop a deeper understanding of their teaching, monitor their professional development, and enhance their selfconfidence in their teaching. Furthermore, reflective practitioners can review and reflect on their assumptions and beliefs underlying their teaching practices (Richards, 2017).…”