Strategies to Develop Preservice English Teachers’ Pedagogical Competence: A Focus on Critical Reflection as a Potential Strategy

Abstract

Preservice teachers' critical reflection on teaching practicum experience is essential to discuss in the field of teacher education programs. To highlight this issue, this paper conceptually discusses the current issue regarding national and international calls for teacher education, mainly critical reflection on teaching practicum in English teacher education programs. It highlights the concept of critical reflection as a potential strategy to develop preservice English teachers' pedagogical competence. The discussion covers the role of critical reflection in English teacher education, critical reflection on English teaching practicum, and critical reflection as a potential strategy to develop preservice English teachers' pedagogical competence. It is argued that critical reflection on English teaching practicum as a potential strategy or tool to develop preservice English teachers' pedagogical competence can transform them into their identity as a teacher for the future teaching profession. As a personal evaluation strategy, critical reflection can be used to explore preservice English teachers' weaknesses and strengths of teaching experiences for effective and efficient learning. To practically implement it, preservice English teachers need more in-depth reflection activities and a higher level of thinking. Moreover, the critical reflection would be as learning support mechanisms in the classroom during professional development, and it would raise teacher candidates' identities as English teachers and transform them into reflective practitioners. Hence, critical reflection in the English teacher education program becomes a key element for preservice teachers' professional development, particularly for pedagogical competence development. Finally, the paper contributes to enlightening readers or researchers in understanding critical reflection as an alternative strategy to develop preservice English teachers' pedagogical competence.