Pre-service Teachers’ Reflection: Perception, Preparedness and Challenges

Hourani, Rida Blaik

doi:10.1080/14623943.2012.732947

Cited by 28 publications

(15 citation statements)

References 12 publications

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“…When this type of frustration is not addressed properly, it is likely that they perceive themselves as incompetent. As noted by Hourani (2013), the reflection which is "multilayered and intertwined limitations and constraints" need to be addressed "through redesigning and restructuring the reflective tasks required for better practice" (p. 28). The results of this study also address the need for teachers' involvement in classroom-based research so that post-methods pedagogy can be further promoted.…”

Section: Resultsmentioning

confidence: 99%

Empowering Teachers through Core Reflection : A Case in Korea

Yin¹

2018

The Journal of AsiaTEFL

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This study explored the reflection process of secondary in-service English teachers during a graduate course. In particular, the study aimed to examine the type of reflection the teachers are engaged in as they strive toward experiencing core reflection. In addition, the restricting and contributing factors during the process of reflection were also looked into. A total of 17 in-service secondary English teachers participated in this study. The data were collected from class observations, group discussions, reflective presentations, and interviews. The results of the study showed that they struggled at first due to many restricting factors such as lack of training to conduct structured reflections and ongoing administrative concerns. As they progressed and focused on a particular question that triggered further reflection, they were able to collaboratively reflect on a shared theme. This enabled them to confront their long-term difficulties and finally move forward. The implication of the study points out the importance of proper training to conduct effective reflection on a regular basis and the efforts to provide programs that focus on helping teachers to redefine imported theories and methods so that they can appropriately apply them in their classrooms.

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Section: Resultsmentioning

confidence: 99%

Empowering Teachers through Core Reflection : A Case in Korea

Yin¹

2018

The Journal of AsiaTEFL

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“…In the end, the researcher conducted a semi-structured interview for the participant. The interview question was adapted from several researchers, such as [4], [12]- [14]. After reviewing the teaching video three times, the researcher established a semi-structured interview with the participant.…”

Section: Design and Participantsmentioning

confidence: 99%

“…B. Semi-structured interview adapted from several studies, such as [4], [12]- [14] 1. What does reflection mean to you?…”

Section: Appendixmentioning

confidence: 99%

Reflective teaching of an in-service EFL teacher to improve a professional skill

Rosalina¹,

Mulyono²,

Dewi³

2019

Proceedings of the Proceedings of the 2nd International Conference on Advance and Scientific Innovation, ICASI 2019, 18 July, B

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This preliminary study was aimed to explore the perceptions of English as a foreign language (EFL) teacher about watching his of own performance on video. The primary objective of this study was to gain an in-depth understanding of video-based reflection influences teacher development. The qualitative data was gathered through a reflective journal and semi-structured interview of an in-service EFL teacher, which the data analyzed using the thematic analysis. The result yielded that video-based reflection is a valuable component as self-evaluation to assist the teacher in being aware in the teaching program. Reflecting through video helped the teacher to gain a new perspective and define the teacher's strengths and weakness in real situations. Overall, video-based reflection may have a positive effect on the teacher to enhance professional development.

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“…A much more elusive and challenging area of dispositional development is preservice teachers' perception. Hourani's (2013) qualitative exploratory case study analyzed the selfidentified perceptions of preservice student teachers via structured focus groups. Hourani (2013) concluded that there should be genuine and organic cultural base teaching to restructure and develop in teaching programs.…”

Section: Perceptionsmentioning

confidence: 99%

“…Hourani's (2013) qualitative exploratory case study analyzed the selfidentified perceptions of preservice student teachers via structured focus groups. Hourani (2013) concluded that there should be genuine and organic cultural base teaching to restructure and develop in teaching programs. This insight leads to the importance of self-reflection to help candidates critically analyze truth-telling on both theoretical and practical levels as well as to open them up to transformative dialogic practices.…”

Section: Perceptionsmentioning

confidence: 99%

Ethical and political implications of reflective practice among preservice teachers

Belle

2017

Reflective Practice

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Pre-service Teachers’ Reflection: Perception, Preparedness and Challenges

Cited by 28 publications

References 12 publications

Empowering Teachers through Core Reflection : A Case in Korea

Empowering Teachers through Core Reflection : A Case in Korea

Reflective teaching of an in-service EFL teacher to improve a professional skill

Ethical and political implications of reflective practice among preservice teachers

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