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

Graciela Ferreiro

doi:10.24310/rep.10.1.2025.20446

Autores

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

DOI:

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

Palavras-chave:

Prática reflexiva, formação inicial em EFL, desenvolvimento profissional, reflexão crítica

Resumo

O impacto da reflexão para o desenvolvimento profissional dos docentes tem sido amplamente reconhecido. No entanto, pouco se sabe sobre a percepção dos futuros professores de inglês como língua estrangeira (EFL) sobre a prática reflexiva. O presente estudo tenta abordar essa lacuna investigando como os futuros professores de inglês refletem sobre seu desempenho docente. Utilizando uma abordagem mista, o estudo envolveu 43 estudantes que estavam realizando sua prática em uma universidade privada na Costa Rica. Os resultados mostram que os praticantes carecem de conhecimento sobre a prática reflexiva, pois demonstraram pouco compromisso com uma reflexão profunda e escassa análise crítica de seu próprio desempenho, embora pareçam reconhecer a importância da reflexão. Mais capacitação sobre práticas reflexivas é necessária para fomentar um compromisso contínuo com a prática reflexiva como meio de desenvolvimento profissional.

Downloads

Não há dados estatísticos.

Métricas

Carregando Métricas ...

Biografia do Autor

Graciela Ferreiro, Universidad Americana

Professora universitária e investigadora
A professora Ferreiro é uma distinta professora de inglês com mais de duas décadas de experiência no ensino superior. A sua trajetória académica inclui cargos de prestígio, como professora do programa de Mestrado em Educação da Universidade Latina e diretora do Departamento de Inglês em duas universidades privadas da Costa Rica. Sua experiência se estende às competências em pesquisa e design curricular, onde fez importantes contribuições para o desenvolvimento de programas académicos. Atualmente, a professora Ferreiro é investigadora em tempo integral no Departamento de Inglês da Universidade Americana, ao mesmo tempo em que trabalha como consultora de investigação para o Departamento de Inglês da Universidade Latina da Costa Rica. Ela oferece orientação especializada como consultora de projetos finais em ambas as instituições.
A Sra. Ferreiro participou em conferências internacionais, publicou inúmeros artigos sobre metodologias de ensino de inglês e competências em investigação, e é revisora de revistas internacionais de prestígio.
Mestrado em Educação. Bacharel em Inglês. 20 anos de experiência em ensino universitário na área de ensino de inglês e metodologias de investigação, e dois anos de experiência em investigação com artigos publicados sobre competências de investigação, correção oral em inglês e uso do ChatGPT.

Referências

Abramova, G. S., & Mashoshina, V. S. (2021). On Differentiation Strategies in the EFL Mixed-Ability Classroom: Towards Promoting the Synergistic Learning Environment. European Journal of Contemporary Education, 10(3), 558-573. DOI: 10.13187/ejced.2021.3.558

Aghabarari, M. & Rahimi, M. (2020) EFL Teachers’ Conceptions of Professional Development during the Practicum: Retrospective Perceptions and Prospective Insights. Asian-Pacific Journal of Second and Foreign Language Education 5(6) https://doi.org/10.1186/s40862-020-00084-0

Al-Alrami, S.N. (2021) Developing a framework for reviewing and designing courses in higher education: A Case study of a post-graduate course at Sohar University. https://shorturl.at/i4QLa

Al-Jaro, M. & Asmawi, A. (2018) Reflective Practice Experience of an EFL Student Teacher during Practicum. International Journal of Language Education and Applied Linguistics (IJLEAL) http://dx.doi.org/10.15282/ijleal.v8.527

Alsuhaibani, Z. (2019) Perceptions and Practices of EFL Pre-service Teachers about Reflective Teaching. Arab World English Journal (AWEJ) 10 (4) 62-73 https://doi.org/10.24093/awej/vol10no4.5

Altalhab, S., Alsuhaibani Y., & Gillis. D., (2020) The reflective diary experiences of EFL pre-service teachers. Reflective Practice 22(2), 173-186, https://doi.org/10.1080/14623943.2020.1865903

Alvarado Gutiérrez, M.V., Neira Adasme, M .A. & Westmacott, A. (2019) Collaborative Reflective Practice: Its Influence on Preservice EFL Teachers’ Emerging Professional Identities. Iranian Journal of Language Teaching Research 7(3) https://files.eric.ed.gov/fulltext/EJ1230321.pdf

Alwaheebi, E.W., (2022) Exploring Pre-service EFL Teachers' Views of Reflective Practices in a Teaching Practicum. Annals of the Faculty of Arts. 51 http://www.aafu.journals.ekb.eg/

Ann, O. W., Swanto, S., & AlSaqqaf, A. (2018). Pre-service ESL teachers engaging in Reflective Practice: Current Observations and Perceived Challenges. Journal of Research, Policy & Practice of Teachers and Teacher Education, 8(2), 5–18. https://doi.org/10.37134/jrpptte.vol8.no2.2.2018

Asregid, D., Dawit, M. M., & Solomon, A. K. (2023). Teacher educators use of feedback to facilitate reflective practice among pre-service teachers during microteaching. Cogent Education, 10(2) https://doi.org/10.1080/2331186X.2023.2257121

Barham, K. A. (2023). The use of reflective journals in the development of teaching skills and teacher education in the occupied west bank. Journal of Education in Muslim Societies, 5(1), 26-46. https://doi.org/10.2979/jems.5.1.03

Bonilla Medina S. J., & Samacá Bohórquez, Y. (2020) Modern and Postmodern Views of Education that Shape EFL Mentoring in the Teaching Practicum. Colombian Applied Linguistic Journal 22(1) https://doi.org/10.14483/22487085.14576

Chaika, O. (2023) Role of Reflective Practice in Foreign Language Teaching and Learning via Multicultural Education. International Journal of Social Science And Human Research 6(02) 1343-1350 http://www.ijsshr.in/

Chenyu P., Wenxin L, Yuqing Z., Tianyu G., & Shihui H. (2023) Are women more empathetic than men? Questionnaire and EEG estimations of sex/gender differences in empathic ability, Social Cognitive and Affective Neuroscience, 18,(1), https://doi.org/10.1093/scan/nsad008

Cirocki, A. & Farrell, T. (2017) Reflective Practice for Professional Development of TESOL Practitioners. The European Journal of Applied Linguistics and TEFL 6(2) https://journals.indexcopernicus.com/search/article?articleId=1658582

Darling-Hammond, L., (2021) Defining teaching quality around the world, European Journal of Teacher Education, 44(3), 295-308, DOI: 10.1080/02619768.2021.1919080

Dexter, C., & Wall,M. (2021). Reflective functioning and teacher burnout: the mediating role of self-efficacy. Reflective Practice, 22(6), 753–765. https://doi.org/10.1080/14623943.2021.1968817

Farrell, T., (2015) Promoting teacher reflection in second language education: A framework for TESOL professionals. New York: Routledge

Farrell, T., (2019) Standing on the Shoulders of Giants: Interpreting Reflective Practice TESOL Iranian Journal of Language Teaching Research 7(3), 1-14 https://doi.org/10.30466/ijltr.2019.120733

Farrell, T., (2023) Reflective Practice for TESOL Teachers: “What, Why, When and How” JALT Journal, 45.1 http://www.reflectiveinquiry.ca/wp-content/uploads/2024/02/jj45.1-art6.pdf

Farrell, T., Baurain, B., & Lewis, M. (2020). ‘We Teach Who We Are’: Contemplation, Reflective Practice and Spirituality in TESOL. RELC Journal, 51(3), 337-346. https://doi.org/10.1177/0033688220915647

Farrell, T. & Macapinlac, M. (2021) Professional Development Through Reflective Practice: A Framework for TESOL Teachers. Canadian Journal of Applied Linguistics / Revue Canadienne de Linguistique Appliquée 24(1) https://doi.org/10.37213/cjal.2021.28999

Filipi, A., (2022) Embedding Reflective Practice in a Feedback Focused Assessment Design in a Master of TESOL Program. English as a Foreign Language International Journal, 2(4) https://doi.org/10.56498/3672642022

Finlay, L. (2008) Reflecting on ‘Reflective practice’ https://shorturl.at/ThRQR

Geneva, G. (2018) Culturally Responsive Teaching: Theory, Research, and Practice. Third Edition. Multicultural Education Series. Teachers College Press https://eric.ed.gov/?id=ED581130

Gudeta, D. (2022). Professional development through reflective practice: The case of Addis Ababa secondary school EFL in-service teachers. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2030076

Habtamu, N. & Belay, B. (2023) Reflective Teaching in English Language Classrooms: Perception and Practice of English Language Instructors at Wachemo University. Education Research International. https://doi.org/10.1155/2023/6149833

Han T.& Takkaç-Tulgar A. (2019) An Analysis of the Pre-service Teachers’ Teaching Anxiety and Coping Strategies: A Turkish Elementary School Context. Gist Education and Learning Research Journal 19 https://dx.doi.org/10.26817/16925777.802

Houde, P. (2022). Reflective practice through dialogic interactions: Togetherness and belonging within a collective of EFL teachers in Mexico. The Qualitative Report, 27(6), 1485-1510. https://doi.org/10.46743/2160-3715/2022.4861

Humble, N., & Mozelius, P. (2022, May). Content analysis or thematic analysis: Similarities, differences and applications in qualitative research. In European conference on research methodology for business and management studies (Vol. 21, No. 1, pp. 76-81) https://acortar.link/bzUvHa

Hutauruk D. R.Br.& Kembaren F. R. (2024) Teachers´ Perception on Reflective Teaching Practice in English Foreign Language (EFL) Classroom: A Case Study of English Novice Teacher, Journal of English Language Pedagogy 9(1) 89-102 https://dx.doi.org/10.36665/elp.v9i1.883

Karlay, O., Wei, W. & Philips, J. (2022) How do I teach? Exploring knowledge of reflective practice among in-service EFL teachers in Ukraine, Teachers and Teaching. https://doi.org/10.1080/13540602.2022.2062709

Khanjani, A., Vahdany, F., & Jafarigohar, M. (2018). Effects of journal writing on EFL teacher trainees’ reflective practice. Research in English Language Pedagogy (RELP), 6(1), 56-77. https://doi.org/10.30486/relp.2018.538761

Kirmizi, O & Tosuncuoglu, I. (2019) Becoming Reflective Practitioners: A Case Study of Four Beginning Pre-service EFL Teachers in Turkey. English Language Teaching; 1(4) https://doi.org/10.5539/elt.v12n4p127

Kılıç, A. (2022) The impact of reflective practices on pre-service science teachers’ classroom teaching practices. Journal of Pedagogical Research, 6(1), 152-170. https://doi.org/10.33902/JPR.2022175781

Kleimola R. & Leppisaari I (2022) Learning analytics to develop future competences in higher education: a case study. Int J Educ Technol High Educ 19 (17) https://doi.org/10.1186/s41239-022-00318-w

Körkkö, M., Kyrö-Ämmälät, O., & Turunen, T (2016) Professional development through reflection in teacher education Teaching and Teacher Education. 55 198-206 https://doi.org/10.1016/j.tate.2016.01.014

Kramer, M. (2018) Promoting teachers’ agency: reflective practice as transformative disposition Reflective Practice 9(2) https://doi.org/10.1080/14623943.2018.1437405

Lee, Y. (2023) EFL university students' teaching experience of English: A phenomenological investigation on a practicum. 언어과학연구, 106, 283-304. https://www.dbpia.co.kr/Journal/articleDetail?nodeId=NODE11563250

Li, F., Mohammaddokht,F., Hosseini, H.M. & Fathi,J. (2023) Reflective teaching and academic optimism as correlates of work engagement among university instructors, Heliyon, 9(2) https://doi.org/10.1016/j.heliyon.2023.e13735

Löffler, C.S. & Greitemeyer, T. (2023) Are women the more empathetic gender? The effects of gender role expectations. Curr Psychol 42, 220–231 https://doi.org/10.1007/s12144-020-01260-8

Lu, J. I. (2021) Educational models of spiritual formation in theological education: Introspection-based spiritual formation. Teaching Theology and Religion. https://doi.org/10.1111/teth.12560

Machost H. & Stains M. (2023) Reflective Practices in Education: A Primer for Practitioners. CBE Life Sci Educ. 22(2) https://doi.org/10.1187%2Fcbe.22-07-0148

Maksimović, J., PhD, & Osmanović, J. (2019). Perspective of Cognitive Thinking and Reflective Teaching Prcatice. International Journal of Cognitive Research in Science, Engineering and Education, 7(2), 1-10. https://doi.org/10.5937/IJCRSEE1902001M

Mansour Almusharraf, A. (2020) Student Teachers’ Development of Reflective Practice Concerning Teaching Philosophy and Peer Observations. Arab World English Journal (AWEJ) 11(4) 2020 https://ssrn.com/abstract=3764908

Moti, A. D. (2022). Reflective teaching of EFL Instructors at Shambu College of Teacher Education, JOLLT Journal of Languages and Language Teaching, 10(3), pp. 392-402. https://doi.org/10.33394/jollt.v%vi%i.5186

Nababan,J.A., & Amalia, L.L., (2021) EFL Pre-service Teachers’ Challenges in Teaching Practice Program: A Narrative Inquiry. Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020) https://doi.org/10.2991/assehr.k.210427.043

Naseem, A., Batool, S., & Akhter, M. (2023). A study of teachers' reflections on their teaching. Bulletin of Education and Research, 45(3), 65. https://www.proquest.com/scholarly-journals/study-teachers-reflections-on-their-teaching/docview/3003366446/se-2

Ningsih, Y. D. R. & Lengkanawati, N.S. (2023) Reflective Teaching among Indonesian Novice EFL Teachers: Hindrances to the Practice. LLT Journal: A Journal on Language and Language Learning 6(2) http://e-journal.usd.ac.id/index.php/LLT

Nocetti-de-la Barra, A., Pérez-Villalobos, C. & Philominraj, A. (2023) Obstacles to a Favorable Attitude Towards Reflective Practices in Preservice Teachers in Training, European Journal of Educational Research 13(1) https://doi.org/10.12973/eu-jer.13.1.145

Novitasari, K. & Murtafi'ah B. (2022) EFL Pre-service Teacher’s Teaching Anxiety and the Coping Strategies during Teaching Practicum. Journal of English Education and Teaching. https://dx.doi.org/10.33369/jeet.6.3.310-326

Nurkamto, J. & Sarosa, T. (2020) Engaging EFL Teachers in Reflective Practice as A Way to Pursue Sustained Professional Development. International Journal of Pedagogy and Teacher Education 4(1) https://jurnal.uns.ac.id/ijpte/article/view/26082

Padmanabha, C. (2023). Reflective journals and pre-service teacher education and NEP-2020: A critical analysis. I-Manager's Journal on School Educational Technology, 18(3), 62-67. https://doi.org/10.26634/jsch.18.3.18998

Pasaribu, W. & Lestari, S. (2023) Teaching Anxiety Among EFL Student Teachers During the Teaching Practicum 3(4) EduLine: Journal of Education and Learning Innovation https://doi.org/10.35877/454RI.eduline2145

Permana, A.D., Kurniawan, E. & Amalia, L.L., (2023) The Comprehension of Reflective Practice Among EFL Professional Teachers in Indonesia: A Case Study. Journal of English Language Teaching in Indonesia. 11(2) https://doi.org/10.22460/eltin.v11i2.p183-192

Rahimi, M. & Weisi,H., (2018) Reflective practice, self-efficacy and research practice of EFL teachers: Examining possible relationships. Issues in Educational Research, 28(3), https://www.iier.org.au/iier28/rahimi.pdf

Rahnama, S., Abdolrezapour, P., & Ayatollahi, M.A. (2016) The Effect of Reflective Teaching Practice on Iranian EFL Learners’ Complexity, Accuracy and Fluency of Oral Speech. Journal of Applied Linguistic and Language Research 3(7) https://acortar.link/i0PUcQ

Riyanti, D. (2020) Students’ reflections in teaching practicum: A case study of EFL pre-service teachers. Journal on English as a Foreign Language 10(2) 268-289. https://doi.org/10.23971/jefl.v10i2.2041

Salih, A. A., & Omar, L. I. (2022). Reflective teaching in EFL online classrooms: Teachers' perspective. Journal of Language Teaching and Research, 13(2), 261-270. DOI:10.17507/jltr.1302.05

Sarifa, N. (2020) Enhancing EFL Learners’ English Proficiency and Intelligence by Implementing the Eclectic Method of Language Teaching .Arab World English Journal (AWEJ) 11 (1) http://dx.doi.org/10.2139/ssrn.3581338

Shooshtari, Z., Takrimi, A., & Razavipour, K. (2019). EFL Pre-service Teachers’ Concerns: A Reflective Practice. Iranian Journal of Applied Language Studies, 11(2), 191-211. https://doi.org/10.22111/ijals.2019.5449

Slade, M., Burnham, T.J., Catalana, M., & Waters,T. (2019) The Impact of Reflective Practice on Teacher Candidates' Learning. IJ-SoTL, 13(2) https://files.eric.ed.gov/fulltext/EJ1218300.pdf

Soodmand H.N. & Farahani M. (2018) Inhibitors to EFL teachers’ reflective teaching and EFL learners’ reflective thinking and the role of teaching experience and academic degree in reflection perception, Reflective Practice, 19(1), 46-67, https://doi.org/10.1080/14623943.2017.1351353

Tun, Z. O., Habók, A., & Józsa, K. (2023). Empowering educators to sustain reflective teaching practices: The validation of instruments. Sustainability, 15(9), 7640. https://doi.org/10.3390/su15097640

Tuncer, H., & Özkan Y. (2021) Reflective Tools in an English Language Teaching Context: Contributions, Challenges and Recommendations . Kahramanmaraş Sütçü İmam University Journal of Social Sciences, 18(1), 181-204. https://doi.org/10.33437/ksusbd.671482

Umar, U., & Khair, R. (2022). Teacher´s Strategies in Reducing Students´ Disruptive Behavior in Indonesian EFL Classroom. English Review: Journal of English Education, 10(2), 543-554. https://journal.uniku.ac.id/index.php/ERJEE/article/view/6254

Vaismoradi, M. & Snelgrove, S. (2019) Theme in Qualitative Content Analysis and Thematic Analysis. FORUM Qualitative Social Research 20(3) https://nordopen.nord.no/nord-xmlui/bitstream/handle/11250/2627867/Vaismoradi.pdf?sequence=4

Van, T.T., Nguyen, L.TG.,& Nguyen, K.D. (2022) Exploring English as a Foreign Language High School Teachers’ Perceptions of Reflective Teaching Strategies in Language Teaching, European Journal of Educational Research 11(3) https://doi.org/10.12973/eu-jer.11.3.1825

Zahid, M., & Khanam, A. (2019). Effect of reflective teaching practices on the performance of prospective teachers. TOJET : The Turkish Online Journal of Educational Technology, 18(1) https://www.proquest.com/scholarly-journals/effect-reflective-teaching-practices-on/docview/2168497419/se-2

Zhilong Xie, Q.L. & Zeng, G. (2023) The Influence of Teaching Practicum on Foreign Language Teaching Anxiety Among Pre-Service EFL Teachers. SAGE Open https://doi.org/10.1177/21582440221149005