Reflective Teaching Impact Upon Pre-Service English Teachers’ Professional Development: A Systematic Review
Article Sidebar
Main Article Content
Abstract
This systematic review aims to document, analyze and synthesize the latest research related to reflective teaching and professional development in pre-service English teachers. The reasoning behind this review is to substantiate that acquiring a reflective teaching practice can be the best alternative for novice teachers to open their minds, renovate their teaching methodologies and knowledge, and adapt their teaching practice to be able to become outstanding language educators. Thirteen articles have been systematically reviewed following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline and five exploration issues emerged: (a) the relation between reflective teaching and professional development, (b) reflective teaching benefits, (c) the efficacy of reflective teaching, (d) the continuity of reflective teaching and (e) reflective teaching strategies. The obtained results show different advantageous benefits such as learning from peers by sharing similar experiences, structure and restructure of new teaching knowledge, and the development of continuous resilience to deal with and overcome difficulties in the professional practice. This review suggests that future research should concentrate on programs addressing the importance of being reflective by introducing the topic before teaching practicum which is key for faster integrated professional development.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Adi Badiozaman, I. F. (2020). What sustains the novice Malaysian teacher of English: A case study. Journal of Applied Research in Higher Education, 12(4), 585–597. https://doi.org/10.1108/jarhe-07-2018-0132
Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27(2), 308–319. https://doi.org/10.1016/j.tate.2010.08.013
Astuti, Y. D., & Drajati, N. A. (2022). Teaching practicum experiences: Pre-service English teachers’ self-reflections of their professional growth. Journal of Innovation in Educational and Cultural Research, 3(3), 382–389. https://doi.org/10.46843/jiecr.v3i3.122
Bloomquist, D. (2016). The effects of coaching using a reflective framework on early childhood science teachers’ depth of reflection and change in practice [Doctoral dissertation]. University of Toledo, Toledo, OH.
Burhan-Horasanlı, E., & Ortaçtepe, D. (2016). Reflective practice-oriented online discussions: A study on EFL teachers’ reflection-on, in, and for action. Teaching and Teacher Education, 59, 372- 382. https://doi.org/10.1016/j.tate.2016.07.002
Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. The Falmer Press.
Cohen-Sayag, E., & Fischl, D. (2012). Reflective writing in pre-service teachers’ teaching: What does it promote? Australian Journal of Teacher Education, 37(10), 20–36. https://doi.org/10.14221/ajte.2012v37n10.1
Farrell, T. S. C. (2016). Surviving the transition shock in the first year of teaching through reflective practice. System, 61, 12-19. https://doi.org/10.1016/j.system.2016.07.005
Hendriwanto. (2021). A reflective teaching practicum as a platform for stimulating pre-service teachers’ professional development. Journal of Education for Teaching, 47(4), 624–626. https://doi.org/10.1080/02607476.2021.1941812
Hidayati, S. (2018). Exploring novice EAP teacher’s self-reflection as a platform for professional development. Indonesian Journal of Applied Linguistics, 8(2), 441–451. https://doi.org/10.17509/ijal.v8i2.13310
Jumpakate, T., Wilang, J. D., & Kong, C. (2021). Exploring the reflective typology of novice EFL teachers in a Thai university. International Journal of Evaluation and Research in Education, 10(2), 668–675. https://doi.org/10.11591/ijere.v10i2.21122
Kabilan, M. K. (2007). English language teachers reflecting on reflections: A Malaysian experience. TESOL Quarterly, 41(4), 681-705. https://doi.org/10.1002/j.1545-7249.2007.tb00099.x
Leijen, Ä., Valtna, K., Leijen, D., & Pedaste, M. (2012). How to determine the quality of students’ reflections? Studies in Higher Education, 37(2), 203-217. https://doi.org/10.1080/03075079.2010.504814
Lin, H., Hong, Z., Yang, K., & Lee, S. (2013). The impact of collaborative reflections on teachers’ inquiry teaching. International Journal of Science Education, 35(18), 3095-3116. https://doi.org/10.1080/09500693.2012.689023
Ma, J., & Ren, S. (2011). Reflective teaching and professional development of young college English teachers—from the perspective of constructivism. Theory and Practice in Language Studies, 1(2), 153-156. https://doi.org/10.4304/tpls.1.2.153-156
Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice (1st ed.). Routledge.
https://doi.org/10.4324/9780203416150
Mufidah, N. (2019). The development of pre-service teachers’ teaching performance in the teaching practice program at English department of state Islamic university of Antasari Banjarmasin. Dinamika Ilmu, 19(1), 97–114. https://doi.org/10.21093/di.v19i1.1469
Murray, A. I. (2010). Empowering teachers through professional development. English Teaching Forum, 48(1), 2-11.
http://files.eric.ed.gov/fulltext/EJ914883.pdf
Nagro, S. A., Hirsch, S. E., & Kennedy, M. J. (2020). A self-led approach to improving classroom management practices using video analysis. Teaching Exceptional Children, 53(1), 24–32. https://doi.org/10.1177/0040059920914329
Nguyen, T. T. L. (2020). Promoting Thai pre-service English teachers’ reflective ability through microteaching lesson study. Asian EFL Journal Research Articles, 27(5.2), 213–236. https://www.researchgate.net/publication/348688451
Nuraeni, N., & Heryatun, Y. (2021). Reflective practice strategies of pre-service English teachers during teaching practicum to promote professional development. Studies in English Language and Education, 8(3), 1144–1157. https://doi.org/10.24815/siele.v8i3.20221
Page, M. J., Moher, D., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., . . . McKenzie, J. E. (2021). PRISMA 2020 explanation and elaboration: Updated guidance and exemplars for reporting systematic reviews. BMJ, 372, Article n160. https://doi.
org/10.1136/bmj.n160
Ong, W. A., Swanto, S., & Alsaqqaf, A. (2020). Engaging in reflective practice via vlogs: Experience of Malaysian ESL pre-service teachers. Indonesian Journal of Applied Linguistics, 9(3), 715–723. https://doi.org/10.17509/ijal.v9i3.23222
Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. https://doi.org/10.1017/cbo9780511667169
Saeed, M., & Meisam, M. (2018). Exploring the effect of self-reflection through awareness raising on novice and experienced Iranian EFL teachers’ pedagogical beliefs enactment. The Journal of Asia TEFL, 15(3), 630–648. https://doi.org/10.18823/asiatefl.2018.15.3.5.630
Schon, D. A. (1984). The reflective practitioner: How professionals think in action (1st ed.). Basic Books.
Smyth, J. (1991) Una pedagogía crítica de la práctica en el aula. Revista de Education, 294, 275-300.
Veenman, S. (1984). Perceived problems of beginning teachers. Review of educational research, 54(2), 143–178. https://doi.org/10.3102/00346543054002143
Wass, R., & Rogers, T. (2019). Using video-reflection and peer mentoring to enhance tutors’ teaching. Innovations in Education and Teaching International, 58(1), 36–46. https://doi.org/10.1080/14703297.2019.1695646
Wichadee, S. (2011). Professional development: A path to success for EFL teachers. Contemporary Issues in Education Research, 4(5), 13. https://doi.org/10.19030/cier.v4i5.4234
Yuan, R. E., & Lee, I. (2014). Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, 1-12. https://doi.org/10.1016/j.system.2014.02.002
Zainil, Y., & Arsyad, S. (2021). Teachers’ perception of their code-switching practices in English as a foreign language classes: The results of stimulated recall interview and conversation analysis. SAGE Open, 11(2), 1–10. https://doi.org/10.1177/21582440211013802
Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Routledge.