Developing Professional Engagement through ESL Student Teachers’ Reflective Writing

Raja Nor Safinas Raja Harun

Abstract


The objective of this paper is to examine how ESL student teachers identify their own learning needs, analyse, evaluate and expand their professional engagement as an individual or as a community of practice (CoP) through reflective writing. In addition, the written discourses of their reflective entries are studied to illuminate the macro and micro elements of the reflective entries. This study mainly employs a qualitative study with some descriptive quantitative analysis. The participants are 27 ESL student teachers in their 6th semester. The instrument used is primarilythe student teachers reflective entries and the content analysis was carried out to analyse for convergent and divergent ideas which were then generated into categories and themes based on the research questions stipulated. The findings revealed that the reflective entries have addressed some pertinent issues related to the student teachers’ learning needs and how they have extended their understanding of those issues.    The reflective entries discourses have exhibited in-depth professional thinking which served as a platform for student teachers to meta-cognitively think about teaching. This study implicates the importance of such professional learning engagement activity in order to assist student teachers to be thinking about teaching.


Keywords


Reflection; ESL student teachers; metacognitive thinking; professional engagement; community of practice and reflective writing discourses.

10.15548/jt.v1i2.607 Abstract view : 102 times PDF : 4 times

Full Text:

PDF

References


Banegas, L.D. (2016). Exploring perceptions of curriculum change in initial English language teacher education: A case in Argentina. Estudios Sobre Educacion. 31 (1), 75-95. DOI: 10.15581/004.31.75-95.

Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3-31.

Bulut Albaba, M. (2017). Teacher learning during transition from pre-service to novice EFL teacher: A longitudinal study. Novitas-ROYAL. 11 (2), 142-154.

Cartal, G. & Basol,H.C. (2019). Generic teacher competencies and the English Language teacher education program in Turkey. Novitas-ROYAL. 13(2), 133-154.

Cho, M. (2017). Pre-service L2 teacher trainees’ reflections: what do they focus on? English Teaching, 72(1), 105-129.

DeLuca, C. (2012). Promoting inclusivity through and within teacher education programmes. Journal of Education for Teaching: International Research and Pedagogy, 38(5), 551-569.

Dewey, J. (1933) How we think: A restatement of the relation of reflective thinking to the educative process. Boston, MA, USA: DC Heath.

Dirghangi, C. (2019). Mindful self-inquiry: preventing burnout in preservice English Teachers through a tailored mindfulness-based curriculum. The Virginia English Journal. 69(1), 72-78.

Estaji, M. & Dezfoolian, S. (2018). EFL teacher’s pedagogical knowledge base as a predictor of teacher’s reflectivity: Comparing different components and perceptions. International Journal of Instruction. 11 (3), 491-510. DOI: 10.12973/iji.2018.11334a.

Farrell, T.S. C. (2019). ‘My Training Has Failed Me’: Inconvenient Truths About Second Language Teacher Education (SLTE). TESL-EJ. 22 (4), 1-16.

Franey, J. J. (2016). Understanding teacher development theories. Developing Difference Makers.

Freire, P. (1972). Pedagogy of the Oppressed. New York: Penguin Books.

Grossman, P. (2009). Structures for facilitating student reflection. College Teaching. 57(1), 15-22.

Habermas, J. (1974). Theory and Practice. London: Heinemann.

Kalantzis, M. & Cope, B. (2008) New Learning: Elements of a science of education. Cambridge: Cambridge University Press.

Kim, K., & Kim, J. (2017). Going beyond the gap between theory and practice: Rethinking teacher reflection with poststructural insights. Journal of Early Childhood Teacher Education. 38 (4), 289-307. DOI: 10.1080/10901027.2017.1388307.

Köksal, D. Genç, G. (2019). Learning while teaching: Student teachers’ reflections on their teaching practicum. Journal of Language and Linguistic Studies, 15(3), 895-913. DOI: 10.17263/jlls.631531

Korucu-Kis, S. & Demir, Y. (2019). A review of graduate research on reflective practices in English language teacher education: Implications. Issues in Educational Research. 29(4), 1241-1261.

Kubanyiova, M. (2018). Language teacher education in the age of ambiguity: Educating responsive meaning makers in the world. Language Teaching Research.

https://doi.org/10.1177%2F1362168818777533.

Liu, K. (2015). Critical reflection as a framework for transformative learning in teacher education. Educational Review, 67(2), 135-157.

Mena, J., Hennissen, P. & Loughran, J. (2017). Developing pre-service teachers’ professional knowledge of teaching: The influence of mentoring. Teaching and Teacher Education, 66, 47-59.

Mezirow, J., & Associates (1990). Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. San Francisco, CA: Jossey-Bass.

Moon, J. A. (2006). Learning Journals: A Handbook for Reflective Practice and Professional Development. 2nd ed. London, UK: Routledge.

Moore-Russo, D. A. & Wilsey, J. N. (2014). Delving into the meaning of productive reflection: A study of future teachers’ reflections on representations of teaching. Teaching and Teacher Education. 37, 76-90. https://doi.org/10.1016/j.tate.2013.10.002.

Munthe, E., & Rogne, M. (2015). Research based teacher education. Teaching and Teacher Education, 46, 17-24.

Medina, R. A. (2020). Designing, facilitating, and supporting for the critical engagement of self-reflection, critical diaglogue, and justice-oriented teaching. Teacher Education Quarterly. 47(1), 117-122.

Ovens, A. (2017). Putting complexity to work to think differently about transformative pedagogies in teacher education. Issues in teacher education, 26(3), 38-51.

Ryan, M. & Ryan, M. (2012). Theorising a model for teaching and assessing reflective in higher education. Higher Education and Reflection Development, 32 (2), 1-14.

Sableski, M., Kinnucan-Welsch, K., & Rosemary, C. (2019). Facilitating teacher reflection using a metacognitive tool. Mid-Western Educational Researcher, 31 (3), 312-332.

Schon, D. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.

Slade, M.L., Burnham, T. J., Catalana, S. M., & Waters, T. (2019). The impact of reflective practice on teacher candidates' learning.

International Journal for the Scholarship of Teaching & Learning. 13

(2), 1-8. DOI: 10.20429/ijsotl.2019.130215.

Smith, M. D., & Glenn, T. L. (2016). Reflecting on the reflection: exploring teacher candidates’ assumptions of self and others through facilitated reflection. Teacher Educator. 51 (4), 314-334. DOI: 10.1080/08878730.2016.1195468.

Ukpokudu, O. (2009). The Practice of Transformative Pedagogy. Journal of Excellence in College Teaching. 20(2), 43-67.

Ulusoy, M. (2016). Field experiences in teacher education: the perceptions and qualities of written reflections. Teaching in higher education, 21(5), 532-544.

Urbani, J.M., Roshandel, S., Michaels, R., & Truesdell, E. (2017). Developing and modeling 21st century skills with pre-service teachers. Teacher Education Quarterly, Fall, 27-50.

Uzun, L. (2016). Evaluation of the latest English language teacher training programme in Turkey: Teacher trainees’ perspective. Cogent Education, 3(1), 1147115.

Wenger, E. (1998). Communities of Practice: Learning, Meaning and Identity. New York: Cambridge University Press.

Wright, T. (2010). Second language teacher education: Review of recent research on practice. Language Teaching. 43(3), 259-296.

Xiong, Z. (2016). The impact of teacher education on in-service English teachers’ beliefs about self. Journal of Language Teaching and

Research, 7(3), 519-526. http://dx.doi.org/10.1750/jltr.0703.12

Zia Tajeddin & Yasaman Aghabadazadeh. (2018). Blog mediated

reflection for professional development: exploring themes and criticality of L2 teachers’ reflective practice. TESL Canada Journal. 35(2), 26-50.

Zhukova, O. (2018). Novice teachers’ concerns, early professional experiences and development: Implications for theory and practice. Discourse and Communication for Sustainable Education. 9(1), 100-114.




DOI: https://doi.org/10.15548/jt.v1i2.607

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Al-Ta lim Journal

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View Stats
Al-Ta’lim Journal published by Faculty of Islamic Education and Teacher Training UIN Imam Bonjol Padang

Copyright © Al-Ta'lim Online Journal, Print ISSN 1410-7546 Online ISSN 2355-7893, All rights reserved


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.