Student Teachers' Development of Reflective Practice Concerning Teaching Philosophy and Peer Observations

Autor/in	Almusharraf, Asma Mansour
Titel	Student Teachers' Development of Reflective Practice Concerning Teaching Philosophy and Peer Observations
Quelle	In: Arab World English Journal, 11 (2020) 4, S.547-564 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Almusharraf, Asma Mansour)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	English (Second Language); Second Language Instruction; Foreign Countries; Electronic Publishing; Portfolios (Background Materials); Practicums; Preservice Teachers; Preservice Teacher Education; Reflective Teaching; Females; Secondary Education; Reflection; Language Teachers; Beliefs; Peer Evaluation; Saudi Arabia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Elektronisches Publizieren; Practicum; Praktikum; Praktika; Lehramtsstudiengang; Lehrerausbildung; Weibliches Geschlecht; Sekundarbereich; Language teacher; Sprachunterricht; Belief; Glaube; Saudi-Arabien
Abstract	This study examined the effect of utilizing e-portfolio reflection-enhancing tasks in a practicum course on developing student teachers' level of reflection. It sought to answer how engaging EFL student teachers in writing a teaching philosophy and peer observation affect their understanding of and appreciation for reflective practice and its influence on developing their reflection level and teaching performance. A mixed-methods study design was implemented where both quantitative and qualitative data were collected within this study. Eight female Saudi student teachers enrolled in a teacher education program at a public university in Saudi Arabia participated in this study while completing an 11-week teaching practicum course at a public secondary school in Riyadh. Each participant was tasked with completing a teaching philosophy and six peer observations with other participants within the study. Each task was analyzed for its reflection level based on a rubric developed by El-Okda (2009). Data were also collected through a semi-structured interview with each of the participants. This study demonstrated that while the participants struggled throughout the practicum to develop a cogent teaching philosophy, their level of reflection for the peer observation tasks improved throughout the teaching practice. Their enthusiasm for these tasks and the process of reflection itself was very positive. The results of this study will help teacher educators to create an informative account of reflection in teaching practice programs in ways that encourage reflective practice among student teachers. Future research could continue to explore more reflective tasks that encourage reflection among student teachers. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01