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The decision to use this rubric was made after the initial reading through the data. Table 1 shows the modes of reflection that emerged from the initial qualitative analysis in the current study with examples from the data. This was very helpful Example to me at the beginning of lesson. The thematic codes were assigned by bottom-up analysis of the data, involving several readings of the data by the researcher and an independent coder, a research assistant from the same department as the researcher who was familiar with qualitative data analysis.
After several conferences with the second independent coder, the coding system was modified to resolve any discrepancies. The emerging themes of reflection were found to be the actions of the teachers themselves slf ; others, including their peers they were teaching and their teaching partners oth ; the microteaching task and the video-recording tsk ; and past and future hypothetical experiences exp. Table 2 gives these findings with examples from the data.
This was done by assigning a numerical code to each reflective and thematic category, which were subsequently entered into SPSS In order to display the joint distribution of the two types of categories across the reflections, their crosstabulations see, e. Muijs, were calculated. Results and Discussion The research question aimed to reveal how and on what the PSTs reflected in their writing at a group level.
Table 3 presents the results of the crosstabulation of the modes and themes of reflection. RR Finally, RN accounted for 9. The totals for the thematic categories given in Table 3 show that the PSTs reflected on themselves as teachers Some members of the current group of PSTs reflected on previous and possible future experiences 5. Caner, for example, in the extract given below went beyond the immediate context of the microteaching task and reflected on experiences he had had teaching a student on a one-to-one basis, then extended this to a hypothetical situation after his graduation.
Interestingly, unlike the Tsang study, none of the PSTs in the current study made any references to theories of language teaching in their reflections. Tsang remarks that theories of language teaching play different roles for teachers at different stages of development, adding that teachers with little or no experience tend to use them as a guide when planning and delivering lessons.
The lack of mention of theories by the participants of the current study may be related to a number of reasons. Hence, the participants may not have viewed theoretical knowledge as part of the course. Alternatively, the fact that it was the first time that these PSTs had video-recorded and observed themselves teaching could have focused most of their attention on their own actions.
Mode-Theme Combinations The individual cells of Table 3 show the mode-theme combinations. The remaining group of combinations occurs at a frequency of less than 3. I was unprepared for this part.
I was checking whether they had understood. However, such reflection should not be considered as entirely unproductive. It is necessary for these teachers, whose primary concerns are gaining competency in teaching Fendler, Given that it is expected for inexperienced PSTs to reflect largely in a routine manner, the occurrence of reflection on reasons, solutions to problems and new discoveries in the reflections of the current study totalling This is a significant result for teacher educators, many of who, according to Yost et al strongly believe that PSTs are unable to reach higher levels of thought.
The next most frequently occurring combination was on new discoveries about the self. In fact I did it to show my agreement with them and my attention, to show that I am listening to you. But I should limit them. A number of these new discoveries were related to voice-quality, word choice, classroom management, and readjustments of self-image. For this group of PSTs, the video-recording experience had helped them to see themselves as teachers and had been beneficial, as in the Freese study.
Then we presented our lessons and criticize ourselves. The current group of PSTs showed that they also reflected on others, including their teaching partners and the other students in the class. Negative reflection, on the other hand, included comments on the negative attitudes of their peers and comments on their teaching partners. But being relax doesn't mean you do a great teaching. I'm not saying I was totally bad, but I saw that I had stood like a robot, an emotionless robot. Speaking like a dead person, but in a really fast way.
I can't help speaking very fast. I really speak fast and sometimes my friend looking at me like "What was that, we couldn't catch it. He recognised that the rate of his speech made it difficult for his peers to follow him. Furthermore, this experience caused him to search for a reason behind his fast speech, which he gave as his memorising the classroom language he would use. This reflection in turn provided interesting insight for myself as a teacher educator into how non-native PSTs deal with situations they have to face Davis, ; Freese, In fact, I am not any that kind of person.
However, after watching my video, I thought that those people were right. I seemed serious and nervous most of the time in my presentation. I should have been a more friendly and pleasant teacher. These observations led her to contemplate possible solutions. Implications for Teacher Education There are a number of implications for teacher education that can be gleaned from this study.
First, it appears that even through a single written reflection on one microteaching event a good deal of insight can be gained into the way PSTs see themselves as teachers and how they reflect on their own practice. The current study has shown that even at an early stage of professional development, some PSTs reflected in a way that the literature suggests would facilitate their professional development.
It would be beneficial for teacher educators in contexts similar to that of the current study to be aware of the benefits of implementing RP into the campus-based methodology courses of their programmes. They also need to appreciate that given the opportunity PSTs have the potential to reflect productively on their practice.
They can include written reflections on teaching experiences as part of the campus-based methodology courses to provide the PSTs with practice for the Practicum courses, during which they are expected to make weekly reflections.
In this way, they can encourage their PSTs to adopt an approach which will help them to develop as professionals throughout their careers. An emphasis on the Practicum given during the methodology courses may help PSTs to make connections between theoretical and practical work. In the context of ELT teacher education in Turkey, RP could be introduced even as early as the first year basic language skills courses by requiring the PSTs to keep journals of their language learning experiences to serve as a basis for the pedagogical courses later in their studies.
Such ability has been shown to be important in professional development in the literature discussed in this paper and is one that should be optimised by teacher educators. This can be encouraged in campus-based courses by asking PSTs to reflect back on their experiences as languages learners and predict the potential problems of applying the knowledge base of the field to their own contexts with an aim on finding solutions to these problems.
Conclusion This article has presented the findings of a mixed-method study which set out to determine the reflective characteristics of the reflections written by a group of ELT PSTs following a video-recorded microteaching experience using a rubric developed by the researcher. Initial qualitative analyses revealed the different reflective modes and themes of reflection in the writing. Subsequent quantitative analyses showed how the reflective and thematic codes co-occurred with each other.
Characteristic of inexperienced PSTs, the current group reflected in a largely descriptive way on themselves as teachers; however, there was evidence of them being able to reflect in ways the literature suggests are more conducive to professional growth, which was a promising sign considering the early stage of their professional development. The results present significant findings for teacher educators of the reflective processes of PSTs at a critical time of their professional development as they stand at the interface of theory and practice.
There are a number of limitations to the current study. First, its aim was to reveal the reflections of PSTs at a particular stage of their development, and is therefore cross-sectional in nature.
Thus, it does not claim to trace any changes in behaviour over a period of time. Longitudinal research could be conducted to give such detail. Second, the results of this study have provided a profile for the group of 28 PSTs as a whole. However, such quantitative results do not tell the entire story. The reflective profiles of each PST could be investigated using person-based data analysis techniques such as cluster analysis.
These profiles could be used to investigate the emerging relations between reflection and other variables, such as academic performance and personality. Finally, it was not possible in the current study to conduct interviews with all of the participants to cross-validate the data. Further studies could use more systematic interviews with the participants to gain more insider perspective on their reflections and how they view their practice.
References Akbari, R. Reflection on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35 , Boud, D. Using journal writing to enhance reflective practice. New Directions for Adult and Continuing Education, 90 , Brookfield, S. Becoming a critically reflective teacher. Findings have been published in the prestigious journal Language Policy.
She subsequently joined the faculty at the University of Florida, Gainesville, as a scholar of bilingualism and bilingual education. Her first Fulbright Specialist assignment was in teacher education at Krivyi Rih University in Ukraine, where she was awarded an honorary diploma in teaching in In Florida, Coady works closely with immigrant students and families, at the intersection of teacher education, bilingualism and biliteracy development, and social justice issues.
In addition, she is working on the first cross national study of meta-literacy development among multilinguals in South Africa and the US with Dr. Leketi Makalela. Coady is completing a book with Multilingual Matters on rural multilingual family engagement. More About this Book. Errata Nov. Skip to main content. Toggle navigation. Sign In. Helps readers understand the complexities of acquiring an additional language by providing a basic grounding in the core areas of linguistics and other related areas, such as non-verbal communication, dialectal variation, English language use, development, translanguaging, and literacy.
Includes national statistics that illuminate the global nature of American society in the twenty-first century. In Florida, Coady works closely with immigrant students and families, at the intersection of teacher education, bilingualism and biliteracy development, and social justice issues.
In addition, she is working on the first cross national study of meta-literacy development among multilinguals in South Africa and the US with Dr. Leketi Makalela. Coady is completing a book with Multilingual Matters on rural multilingual family engagement. More About this Book. Errata Nov. Skip to main content. Toggle navigation. Sign In.
Helps readers understand the complexities of acquiring an additional language by providing a basic grounding in the core areas of linguistics and other related areas, such as non-verbal communication, dialectal variation, English language use, development, translanguaging, and literacy. Includes national statistics that illuminate the global nature of American society in the twenty-first century.
Includes classroom experiences of new and experienced teachers, and provides examples adapting teaching strategies to better measure the academic success of second language learners in mainstream classrooms.
Includes new chapters on literacy development, and family engagement for EL students. Eileen Ariza Eileen N.
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