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The reflective journey of Saudi EFL pre-service teachers: An analysis of three reflective modes

The reflective journey of Saudi EFL pre-service teachers: An analysis of three reflective modes
The reflective journey of Saudi EFL pre-service teachers: An analysis of three reflective modes
The importance of reflection in enhancing teachers’ Professional Development (PD) has been widely acknowledged. Reflection is initially developed in Teacher Education (TE) programs, and then becomes a part of a teacher’s education throughout their career, specifically when they engage in Reflective Practice (RP) (Farrell, 2015). Within initial TE, practicum has been recognised as the most important part, where Pre-service Teachers (PSTs) assume that they will put what they have learned in theory into practice. However, they spent more time in school as a learner than as a trainee teacher. They also have their own personal characteristics and attributes that influence the way they put what they have learned into practice during practicum. Hence, RP is recognised as a vital tool that helps PSTs to learn from their experiences. The majority of the literature focuses on how to promote reflection within initial TE (Donyaie & Afshar, 2019, p.2), or explores the practitioner's perception towards reflection (Riyanti, 2020) . Yet, little is known about the complexity of reflection as an individual skill in a situated context during practicum, in which reflection is examined based on the individual’s beliefs, abilities, skills, and knowledge (Farrell, 2018).
Adopting a qualitative case study, this study offers an in-depth examination of the reflective journey of three Saudi EFL PSTs during practicum, all of whom engaged in three Reflective Modes (RMs) (i.e., individually, dialoguing with a mentor, and with their peers). Their reflection is examined in relation to content and quality in order to track their reflectivity development. Through the reported reflection, the study further aims to establish the contribution of these reflective tools on the participants’ learning through practicum, highlighting their trajectories in becoming teachers. The study brings together data from a wide variety of sources, such as Reflective Journals (RJs), individual reflective dialogue (IRD) with a mentor, group reflective dialogue (GRD) with peers, interviews, documents, and class observations (COs). The findings showcase the complexity of the PSTs’ reflective thinking. Although the participants were similar, in that they were all female EFL PSTs who came from the same context, they navigated the three RMs differently. Their biographies, backgrounds, previous learning experience, and attitudes all influenced their reflective journey to become English teachers. Methodologically, the study highlights the value of a qualitative case study that investigates the three main RMs from a situated perspective.
University of Southampton
Alharbi, Abeer Shujaa
03b9e26a-993b-4952-8155-d023e4c95bab
Alharbi, Abeer Shujaa
03b9e26a-993b-4952-8155-d023e4c95bab
Patino, Adriana
6a3c90b1-c110-4c9e-8991-afb409e76ef7
Campmas, Aude
daa31e5c-71b6-4148-8877-f51cb998106a

Alharbi, Abeer Shujaa (2022) The reflective journey of Saudi EFL pre-service teachers: An analysis of three reflective modes. University of Southampton, Doctoral Thesis, 343pp.

Record type: Thesis (Doctoral)

Abstract

The importance of reflection in enhancing teachers’ Professional Development (PD) has been widely acknowledged. Reflection is initially developed in Teacher Education (TE) programs, and then becomes a part of a teacher’s education throughout their career, specifically when they engage in Reflective Practice (RP) (Farrell, 2015). Within initial TE, practicum has been recognised as the most important part, where Pre-service Teachers (PSTs) assume that they will put what they have learned in theory into practice. However, they spent more time in school as a learner than as a trainee teacher. They also have their own personal characteristics and attributes that influence the way they put what they have learned into practice during practicum. Hence, RP is recognised as a vital tool that helps PSTs to learn from their experiences. The majority of the literature focuses on how to promote reflection within initial TE (Donyaie & Afshar, 2019, p.2), or explores the practitioner's perception towards reflection (Riyanti, 2020) . Yet, little is known about the complexity of reflection as an individual skill in a situated context during practicum, in which reflection is examined based on the individual’s beliefs, abilities, skills, and knowledge (Farrell, 2018).
Adopting a qualitative case study, this study offers an in-depth examination of the reflective journey of three Saudi EFL PSTs during practicum, all of whom engaged in three Reflective Modes (RMs) (i.e., individually, dialoguing with a mentor, and with their peers). Their reflection is examined in relation to content and quality in order to track their reflectivity development. Through the reported reflection, the study further aims to establish the contribution of these reflective tools on the participants’ learning through practicum, highlighting their trajectories in becoming teachers. The study brings together data from a wide variety of sources, such as Reflective Journals (RJs), individual reflective dialogue (IRD) with a mentor, group reflective dialogue (GRD) with peers, interviews, documents, and class observations (COs). The findings showcase the complexity of the PSTs’ reflective thinking. Although the participants were similar, in that they were all female EFL PSTs who came from the same context, they navigated the three RMs differently. Their biographies, backgrounds, previous learning experience, and attitudes all influenced their reflective journey to become English teachers. Methodologically, the study highlights the value of a qualitative case study that investigates the three main RMs from a situated perspective.

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Published date: October 2022

Identifiers

Local EPrints ID: 471006
URI: http://eprints.soton.ac.uk/id/eprint/471006
PURE UUID: bbdc9335-76ac-4a81-a6e7-045a1bd769c2
ORCID for Adriana Patino: ORCID iD orcid.org/0000-0003-1950-3954
ORCID for Aude Campmas: ORCID iD orcid.org/0000-0001-6662-2476

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Date deposited: 24 Oct 2022 16:40
Last modified: 25 Oct 2022 01:43

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Contributors

Thesis advisor: Adriana Patino ORCID iD
Thesis advisor: Aude Campmas ORCID iD

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