Pre-service ESL teachers engaging in Reflective Practice: Current Observations and Perceived Challenges
DOI:
https://doi.org/10.37134/jrpptte.vol8.no2.2.2018Keywords:
ESL, pre-service teachers, reflective practice, practicumAbstract
This study aims to present the observations and perceived challenges of a group of English as a Second Language (ESL) pre-service teachers (PSTs) engaging in reflective practice in their practicum. Past studies have shown that PSTs are uncapable of reflecting on their practice at the critical level. Results from the online survey indicated that reflection thinking is one of the areas respondents opined that they need to improve. Analysis of their practicum reflection forms indicated a low level of reflection shown by the respondents as they reflect on their lessons. Follow-up focus group interviews on the respondents’ reflective thinking revealed that respondents lack a clear grasp of what reflective thinking is about, and they also expressed their reluctance of reflecting with their peers on their lessons. The outcome of this study precipitates a need for PSTs to learn a strategy to conduct a critical reflection. Subsequently, it could be beneficial for the respondents to capitalise on peer feedback via an online platform as a means of improving their practice as ESL teachers.
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References
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Caldwell, H., & Heaton, R. (2016). The interdisciplinary use of blogs and online communities in teacher education. International Journal of Information and Learning Technology, 33(3), 142–158.
https://doi.org/10.1108/IJILT-01-2016-0006
Camburn, E. M., & Han, S. W. (2015). Infrastructure for teacher reflection and instructional change: An exploratory study. Journal of Educational Change, 16(4), 511–533.
https://doi.org/10.1007/s10833015-9252-6
Chi, F. (2010). Reflection as teaching inquiry: Examples from Taiwanese in-service teachers. Reflective Practice, 11, 171–183.
Ciampa, K., & Gallagher, T. L. (2015). Blogging to enhance in-service teachers’ professional learning and development during collaborative inquiry. Educational Technology Research and Development, 63(6), 883–913. https://doi.org/10.1007/s11423-015-9404-7
Dervent, F. (2015). The effect of reflective thinking on the teaching practices of preservice physical education teachers. Issues in Educational Research, 25(3), 260–275.
Farrell, T. S. C. (2016). The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions. Language Teaching Research, 20(2), 223–247.
https://doi.org/10.1177/1362168815617335
Fox, K. R., Campbell, M., & Hargrove, T. (2011). Examining Reflective Practice: Insights from Pre-service Teachers, In-service Teachers and Faculty. Journal of Research in Education, 21(2), 37–54.
Ghanizadeh, A., & Moafian, F. (2011). The relationship between Iranian EFL teachers’ sense of self-efficacy and their pedagogical success in language institutes. The Asian EFL Journal, 13, 249–272.
Goh, P. S. C., & Wong, K. T. (2015). Exploring the challenges for teacher educators. Journal of Research, Policy & Practice of Teachers & Teacher Educatiom, 5(1), 37–45. Retrieved from
http://ejournal.upsi.edu.my/article/2016AR001210
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https://doi.org/10.1007/s10212-014-0231-8
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Hayden, H. E., & Chiu, M. M. (2015). Reflective Teaching via a Problem Exploration–Teaching Adaptations– Resolution Cycle: A Mixed Methods Study of Preservice Teachers’ Reflective Notes. Journal of Mixed Methods Research, 9(2), 133–153.
https://doi.org/10.1177/1558689813509027
He, Y., & Prater, K. (2014). Writing together, learning together: teacher development through community service learning. Teachers and Teaching, 20(1), 32–44.
https://doi.org/10.1080/13540602.2013.848512
Kounin, J. (1977). Discipline and group management in classrooms. New York: Holt, Rinehart, and Winston.
Krishnan, V. N. G., & Yunus, M. M. (2017). Reflective Practice with E-Portfolio. Malaysian Journal of ELT Research (MAJER), 13(1), 43–54.
Krueger, R. A., & Casey, M. . (2000). Focus Groups. Thousand Oaks, CA: Sage Publication.
Larrivee, B. (2008). Development of a tool to assess teacher’s level of reflective practice. Reflective Practice, 9(3), 341–360.
Lim, H. L., Wun, T. Y., & Chew, C. M. (2016). Preservice t eachers ’ assessment knowledge : Do teaching experiences make a difference ? Journal of Research, Policy & Practice of Teachers & Teacher Education, 6(2), 16–22.
Long, B. T., & Hall, T. (2015). R-NEST: Design-based research for technology-enhanced reflective practice in initial teacher education. Australasian Journal of Educational Technology, 31(5), 3–5.
https://doi.org/http://dx.doi.org/10.14742/ajet.2535
Mann, S., & Walsh, S. (2013). RP or “RIP”: A critical perspective on reflective practice. Applied Linguistics Review, 4(2), 291–315.
https://doi.org/10.1515/applirev-2013-0013
Mann, S., & Walsh, S. (2017). Reflective practice in English language teaching : Research-based principles and practices. New York: Routledge.
Mena-marcos, J., & Tillema, H. (2013). Student teacher re fl ective writing : what does it reveal ? European Journal of Teacher Education, 36(2), 147–163.
Mohammed, R. (2016). Critical incident analysis: reflections of a teacher educator. Research in Teacher Education, 6(1), 25–29.
https://doi.org/10.1080/17415349.2016.1245118
Moradkhani, S., Raygan, A., & Moein, M. S. (2017). Iranian EFL teachers’ reflective practices and self efficacy: Exploring possible relationships. System, 65, 1–14.
https://doi.org/10.1016/j.system.2016.12.011
Ong, T. E., Abdul Rahman, N., Wahid, R., Mazuwai, A., Mohd Tajudin, N., Yahya, R. S. A., & Kosni, A. N. (2017). The character of teaching practices in a teacher education institution : Findings from observation checklist. Journal of Research, Policy & Practice of Teachers & Teacher Education, 7(2), 33–45.
Othman, I., & Salleh, N. (2016). Relationship between student teachers’ achievement in professional education courses and their achievement in teaching practices. Journal of Research, Policy & Practice of Teachers & Teacher Education, 6(2), 5–15.
Özkan, Y. (2018). Reflectivity of pre-service language teachers echoed through blogs. Kasetsart Journal of Social Sciences, 1–9.
https://doi.org/10.1016/j.kjss.2017.09.007
Parkes, K. A., & Kajder, S. (2010). Eliciting and Assessing Reflective Practice : A Case Study in Web 2 . 0 Technologies. International Journal of Teaching and Learning in Higher Education, 22(2), 218–228.
https://doi.org/10.1504/IJBIS.2017.10005086
Ross, J. A., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomized field trial. The Journal of Educational Research, 101, 50–66.
Saylor, L. (2013). The Relationship Between Teacher Quality and Reflective Practice. University of Cincinnati.
Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (2011). Situating the study of teacher noticing. In R. A. Sherin, M. G., Jacobs, V. R., & Philipp (Ed.), Mathematics teacher noticing: Seeing through teachers’ eyes. New York: Routledge.
Stewart, D. W., & Shamdasani, P. N. (1990). Focus Groups: Theory and Practice. Thousand Oaks, CA: Sage Publication.
Thurlings, M., Evers, A. T., & Vermeulen, M. (2015). Toward a model of explaining teachers’ innovative behavior: A literature review. Review of Educational Research, 85, 430–471.
Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education, 72, 67–88.
Wlodarsky, R., & Walters, H. (2010). use of the reflective judgment model as a reference tool for assessing the reflective capacity of teacher educators in a college setting. I-Manager’s Journal on Educational Psychology, 4(1), 13–20.
Wong, Y. M., Rosnidar Mansor, & Syakirah Samsudin. (2015). The challenge of producing progressive teachers in Malaysia : A case study of reflective writings among UPSI student teachers. Malaysian Journal of Society and Space, 7(7), 21–32.
Yaacob, A., Walters, L. M., Ali, R. M., Abdullah, S. S., & Walters, T. (2014). Reflecting on Malaysian teacher trainees’ journals. Malaysian Journal of Learning and Instruction, 11(1), 1–21.
Yang, S. H. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology and Society, 12(2), 11–21.
https://doi.org/10.2307/jeductechsoci.12.2.11
Yuan, R., & Lee, I. (2014). Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44(1), 1–12.
https://doi.org/10.1016/j.system.2014.02.002
https://doi.org/10.1016/j.system.2006.12.008
Bahagian Pendidikan Guru. (2009). Standard Guru Malaysia. Standard Guru Malaysia, 1–187.
https://doi.org/10.1007/s13398-014-0173-7.2
Barnhart, T., & van Es, E. (2015). Studying teacher noticing: Examining the relationship among pre-service science teachers’ ability to attend, analyze and respond to student thinking. Teaching and Teacher Education, 45, 83–93. https://doi.org/10.1016/j.tate.2014.09.005
Bloomquist, D. L. (2016). The Effects of Coaching Using a Reflective Framework on Early Childhood Science Teachers ’ Depth of Reflection and Change in Practice. University of Toledo.
Boud, D., Keogh, R., & Walker, D. (1985). What is reflection in learning? In D. Boud, R. Keogh, & D. Walker (Eds.), Reflection: Turning experience into learning, 7–17. London. London: Kogan Page Ltd.
Caldwell, H., & Heaton, R. (2016). The interdisciplinary use of blogs and online communities in teacher education. International Journal of Information and Learning Technology, 33(3), 142–158.
https://doi.org/10.1108/IJILT-01-2016-0006
Camburn, E. M., & Han, S. W. (2015). Infrastructure for teacher reflection and instructional change: An exploratory study. Journal of Educational Change, 16(4), 511–533.
https://doi.org/10.1007/s10833015-9252-6
Chi, F. (2010). Reflection as teaching inquiry: Examples from Taiwanese in-service teachers. Reflective Practice, 11, 171–183.
Ciampa, K., & Gallagher, T. L. (2015). Blogging to enhance in-service teachers’ professional learning and development during collaborative inquiry. Educational Technology Research and Development, 63(6), 883–913. https://doi.org/10.1007/s11423-015-9404-7
Dervent, F. (2015). The effect of reflective thinking on the teaching practices of preservice physical education teachers. Issues in Educational Research, 25(3), 260–275.
Farrell, T. S. C. (2016). The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions. Language Teaching Research, 20(2), 223–247.
https://doi.org/10.1177/1362168815617335
Fox, K. R., Campbell, M., & Hargrove, T. (2011). Examining Reflective Practice: Insights from Pre-service Teachers, In-service Teachers and Faculty. Journal of Research in Education, 21(2), 37–54.
Ghanizadeh, A., & Moafian, F. (2011). The relationship between Iranian EFL teachers’ sense of self-efficacy and their pedagogical success in language institutes. The Asian EFL Journal, 13, 249–272.
Goh, P. S. C., & Wong, K. T. (2015). Exploring the challenges for teacher educators. Journal of Research, Policy & Practice of Teachers & Teacher Educatiom, 5(1), 37–45. Retrieved from
http://ejournal.upsi.edu.my/article/2016AR001210
Goldman, J. D. G., & Grimbeek, P. (2015). Pre-service primary school teachers’ self-reflective competencies in their own teaching. European Journal of Psychology of Education, 30(2), 189–207.
https://doi.org/10.1007/s10212-014-0231-8
Guba, E. (1981). ERIC / ECTJ Annual Review Paper Criteria for Assessing the Trustworthiness of Naturalistic Inquiries. Educational Communication and Technology, 29(4), 75–91.
https://doi.org/10.1126/science.146.3642.347
Hayden, H. E., & Chiu, M. M. (2015). Reflective Teaching via a Problem Exploration–Teaching Adaptations– Resolution Cycle: A Mixed Methods Study of Preservice Teachers’ Reflective Notes. Journal of Mixed Methods Research, 9(2), 133–153.
https://doi.org/10.1177/1558689813509027
He, Y., & Prater, K. (2014). Writing together, learning together: teacher development through community service learning. Teachers and Teaching, 20(1), 32–44.
https://doi.org/10.1080/13540602.2013.848512
Kounin, J. (1977). Discipline and group management in classrooms. New York: Holt, Rinehart, and Winston.
Krishnan, V. N. G., & Yunus, M. M. (2017). Reflective Practice with E-Portfolio. Malaysian Journal of ELT Research (MAJER), 13(1), 43–54.
Krueger, R. A., & Casey, M. . (2000). Focus Groups. Thousand Oaks, CA: Sage Publication.
Larrivee, B. (2008). Development of a tool to assess teacher’s level of reflective practice. Reflective Practice, 9(3), 341–360.
Lim, H. L., Wun, T. Y., & Chew, C. M. (2016). Preservice t eachers ’ assessment knowledge : Do teaching experiences make a difference ? Journal of Research, Policy & Practice of Teachers & Teacher Education, 6(2), 16–22.
Long, B. T., & Hall, T. (2015). R-NEST: Design-based research for technology-enhanced reflective practice in initial teacher education. Australasian Journal of Educational Technology, 31(5), 3–5.
https://doi.org/http://dx.doi.org/10.14742/ajet.2535
Mann, S., & Walsh, S. (2013). RP or “RIP”: A critical perspective on reflective practice. Applied Linguistics Review, 4(2), 291–315.
https://doi.org/10.1515/applirev-2013-0013
Mann, S., & Walsh, S. (2017). Reflective practice in English language teaching : Research-based principles and practices. New York: Routledge.
Mena-marcos, J., & Tillema, H. (2013). Student teacher re fl ective writing : what does it reveal ? European Journal of Teacher Education, 36(2), 147–163.
Mohammed, R. (2016). Critical incident analysis: reflections of a teacher educator. Research in Teacher Education, 6(1), 25–29.
https://doi.org/10.1080/17415349.2016.1245118
Moradkhani, S., Raygan, A., & Moein, M. S. (2017). Iranian EFL teachers’ reflective practices and self efficacy: Exploring possible relationships. System, 65, 1–14.
https://doi.org/10.1016/j.system.2016.12.011
Ong, T. E., Abdul Rahman, N., Wahid, R., Mazuwai, A., Mohd Tajudin, N., Yahya, R. S. A., & Kosni, A. N. (2017). The character of teaching practices in a teacher education institution : Findings from observation checklist. Journal of Research, Policy & Practice of Teachers & Teacher Education, 7(2), 33–45.
Othman, I., & Salleh, N. (2016). Relationship between student teachers’ achievement in professional education courses and their achievement in teaching practices. Journal of Research, Policy & Practice of Teachers & Teacher Education, 6(2), 5–15.
Özkan, Y. (2018). Reflectivity of pre-service language teachers echoed through blogs. Kasetsart Journal of Social Sciences, 1–9.
https://doi.org/10.1016/j.kjss.2017.09.007
Parkes, K. A., & Kajder, S. (2010). Eliciting and Assessing Reflective Practice : A Case Study in Web 2 . 0 Technologies. International Journal of Teaching and Learning in Higher Education, 22(2), 218–228.
https://doi.org/10.1504/IJBIS.2017.10005086
Ross, J. A., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomized field trial. The Journal of Educational Research, 101, 50–66.
Saylor, L. (2013). The Relationship Between Teacher Quality and Reflective Practice. University of Cincinnati.
Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (2011). Situating the study of teacher noticing. In R. A. Sherin, M. G., Jacobs, V. R., & Philipp (Ed.), Mathematics teacher noticing: Seeing through teachers’ eyes. New York: Routledge.
Stewart, D. W., & Shamdasani, P. N. (1990). Focus Groups: Theory and Practice. Thousand Oaks, CA: Sage Publication.
Thurlings, M., Evers, A. T., & Vermeulen, M. (2015). Toward a model of explaining teachers’ innovative behavior: A literature review. Review of Educational Research, 85, 430–471.
Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education, 72, 67–88.
Wlodarsky, R., & Walters, H. (2010). use of the reflective judgment model as a reference tool for assessing the reflective capacity of teacher educators in a college setting. I-Manager’s Journal on Educational Psychology, 4(1), 13–20.
Wong, Y. M., Rosnidar Mansor, & Syakirah Samsudin. (2015). The challenge of producing progressive teachers in Malaysia : A case study of reflective writings among UPSI student teachers. Malaysian Journal of Society and Space, 7(7), 21–32.
Yaacob, A., Walters, L. M., Ali, R. M., Abdullah, S. S., & Walters, T. (2014). Reflecting on Malaysian teacher trainees’ journals. Malaysian Journal of Learning and Instruction, 11(1), 1–21.
Yang, S. H. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology and Society, 12(2), 11–21.
https://doi.org/10.2307/jeductechsoci.12.2.11
Yuan, R., & Lee, I. (2014). Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44(1), 1–12.
https://doi.org/10.1016/j.system.2014.02.002
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Published
2018-12-01
How to Cite
Ann, O. W., Swanto, S., & AlSaqqaf, A. (2018). Pre-service ESL teachers engaging in Reflective Practice: Current Observations and Perceived Challenges. Journal of Research, Policy & Practice of Teachers and Teacher Education, 8(2), 5–18. https://doi.org/10.37134/jrpptte.vol8.no2.2.2018
