Ong, Wei Ann and Suyansah Swanto and Asmaa Al Saqqaf (2018) Pre-service ESL teachers engaging in Reflective Practice: Current observations and Perceived Challenges. Journal of Research, Policy & Practice of Teachers &, 8 (2). p. 13. ISSN 2232-0458
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Abstract
This study aims to present the observations and perceived challenges of a group ofEnglish as a Second Language (ESL) pre-service teachers (PSTs) engaging in reflectivepractice in their practicum. Past studies have shown that PSTs are uncapable of reflectingon their practice at the critical level. Results from the online survey indicated thatreflection 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 bythe respondents as they reflect on their lessons. Follow-up focus group interviews on therespondents’ reflective thinking revealed that respondents lack a clear grasp of whatreflective thinking is about, and they also expressed their reluctance of reflecting withtheir peers on their lessons. The outcome of this study precipitates a need for PSTs tolearn a strategy to conduct a critical reflection. Subsequently, it could be beneficial forthe respondents to capitalise on peer feedback via an online platform as a means ofimproving their practice as ESL teachers.
| Item Type: | Article |
|---|---|
| Keyword: | ESL, pre-service teachers, reflective practice, practicum |
| Subjects: | L Education > L Education (General) |
| Department: | FACULTY > Faculty of Psychology and Education |
| Depositing User: | NORAINI LABUK - |
| Date Deposited: | 26 Jun 2019 08:54 |
| Last Modified: | 26 Jun 2019 08:54 |
| URI: | https://eprints.ums.edu.my/id/eprint/22217 |
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