Uncovering the Gaps: Pre-service EFL Teachers' Understanding of Reflective Practice

Graciela Ferreiro

doi:10.24310/rep.10.1.2025.20446

Authors

Graciela Ferreiro Universidad Americana Costa Rica https://orcid.org/0009-0005-3976-8783

DOI:

https://doi.org/10.24310/rep.10.1.2025.20446

Keywords:

Reflective practice, pre-service EFL teachers, professional development, critical reflection

Abstract

The impact of reflection in teachers’ professional development has been widely acknowledged. Yet, not much is known about the perception that EFL pre-service teachers have about reflective practice. The present study attempts to address this gap by investigating how EFL pre-service teachers reflect on their performance. Employing a mixed approach, the study involved 43 teacher candidates who were taking the Practicum at a private university in Costa Rica. The findings show that student teachers seem to lack comprehension about what reflective practice is. They demonstrated little engagement on deep and serious reflection and lack of critical analysis of their own performance, even though they seem to acknowledge the importance of reflection. More training on how to reflect appropriately is needed to create a permanent reflective practice among EFL teachers and encourage a life-long commitment to reflective practice as a means for professional development.

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Author Biography

Graciela Ferreiro, Universidad Americana

College professor and researcher

Master Ferreiro is a distinguished English professor with over two decades of experience in higher education. Her academic career includes prestigious roles as a lecturer in the Master's in Education program at Universidad Latina and serving as Head of the English Department at two private universities in Costa Rica. Her expertise extends to research competencies and curricular design, where she has made significant contributions to academic program development.

Currently, Master Ferreiro serves as a full-time researcher at the English Department of Universidad Americana while simultaneously working as a research consultant for the English Department at Universidad Latina de Costa Rica. She provides expert guidance as a capstone project advisor at both institutions. Ms. Ferreiro has presented at international conferences, published numerous articles on English teaching methodologies and research competencies, and serves as a peer reviewer for respected international journals.

Master's degree in Education. Bachelor's degree in English. Twenty years of experience in university teaching in the area of English language teaching and research methodologies, and two years of research experience with published articles on research skills, oral correction in English, and the use of ChatGPT.

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