Pre-service TESOL teachers’ professional-awareness building through reflecting on reflections of critical incidents
Abstract Scholars have questioned the effectiveness of reflective practice for gaining professional awareness or attaining professional development. In addition, the prevalence of inadequate comprehensive framework for pre-service teachers’ reflective practice and insufficient support of teacher edu...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2024-04-01
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| Series: | Asian-Pacific Journal of Second and Foreign Language Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40862-024-00254-4 |
| _version_ | 1797199624456372224 |
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| author | Abdul Karim Fariah Amin Muhammad Kamarul Kabilan Liza Reshmin Evita Umama Amin |
| author_facet | Abdul Karim Fariah Amin Muhammad Kamarul Kabilan Liza Reshmin Evita Umama Amin |
| author_sort | Abdul Karim |
| collection | DOAJ |
| description | Abstract Scholars have questioned the effectiveness of reflective practice for gaining professional awareness or attaining professional development. In addition, the prevalence of inadequate comprehensive framework for pre-service teachers’ reflective practice and insufficient support of teacher educators have been noted in the literature. Against these backdrops, the present study attempted to demonstrate how reflecting on reflections, a form of reflective practice, of Critical Incidents (CIs) contributes to building pre-service TESOL teachers’ professional awareness. The study involved ten pre-service teachers (PSTs) in reflecting on reflections of CIs during the teaching practicum. Following the interpretive phenomenological approach, the study unfolded the CIs associated with pedagogical factors, including passive participation of the students, students’ late arrival in the classroom, disobedience to teachers’ instructions, the chaotic environment in the classroom, students’ rude behavior, and disruption caused by technical glitches, and CIs associated with intrapersonal and interpersonal factors, comprising students’ emotional exhaustion and unprofessional behaviors by senior teachers. Subsequently, it illustrated how PSTs cultivated their professional awareness through reflecting on reflections of CIs. The study presented a reflective practice framework applicable to pre-service and in-service teacher education programs. It also provided practical suggestions for pre-service and novice teachers to address and overcome the CIs. Teacher educators and trainers can harness the findings to prepare PSTs to conduct interactive and productive English language classes. |
| first_indexed | 2024-04-24T07:18:43Z |
| format | Article |
| id | doaj.art-a1b7b19276b044afafeeedfd465c176a |
| institution | Directory Open Access Journal |
| issn | 2363-5169 |
| language | English |
| last_indexed | 2024-04-24T07:18:43Z |
| publishDate | 2024-04-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Asian-Pacific Journal of Second and Foreign Language Education |
| spelling | doaj.art-a1b7b19276b044afafeeedfd465c176a2024-04-21T11:10:47ZengSpringerOpenAsian-Pacific Journal of Second and Foreign Language Education2363-51692024-04-019113010.1186/s40862-024-00254-4Pre-service TESOL teachers’ professional-awareness building through reflecting on reflections of critical incidentsAbdul Karim0Fariah Amin1Muhammad Kamarul Kabilan2Liza Reshmin3Evita Umama Amin4Brac Institute of Languages, Brac UniversityBrac Institute of Languages, Brac UniversitySchool of Educational Studies, Universiti Sains MalaysiaBrac Institute of Languages, Brac UniversityBrac Institute of Languages, Brac UniversityAbstract Scholars have questioned the effectiveness of reflective practice for gaining professional awareness or attaining professional development. In addition, the prevalence of inadequate comprehensive framework for pre-service teachers’ reflective practice and insufficient support of teacher educators have been noted in the literature. Against these backdrops, the present study attempted to demonstrate how reflecting on reflections, a form of reflective practice, of Critical Incidents (CIs) contributes to building pre-service TESOL teachers’ professional awareness. The study involved ten pre-service teachers (PSTs) in reflecting on reflections of CIs during the teaching practicum. Following the interpretive phenomenological approach, the study unfolded the CIs associated with pedagogical factors, including passive participation of the students, students’ late arrival in the classroom, disobedience to teachers’ instructions, the chaotic environment in the classroom, students’ rude behavior, and disruption caused by technical glitches, and CIs associated with intrapersonal and interpersonal factors, comprising students’ emotional exhaustion and unprofessional behaviors by senior teachers. Subsequently, it illustrated how PSTs cultivated their professional awareness through reflecting on reflections of CIs. The study presented a reflective practice framework applicable to pre-service and in-service teacher education programs. It also provided practical suggestions for pre-service and novice teachers to address and overcome the CIs. Teacher educators and trainers can harness the findings to prepare PSTs to conduct interactive and productive English language classes.https://doi.org/10.1186/s40862-024-00254-4TESOL educationReflective practicePre-service teachersESLCritical incidentsReflecting on reflections |
| spellingShingle | Abdul Karim Fariah Amin Muhammad Kamarul Kabilan Liza Reshmin Evita Umama Amin Pre-service TESOL teachers’ professional-awareness building through reflecting on reflections of critical incidents Asian-Pacific Journal of Second and Foreign Language Education TESOL education Reflective practice Pre-service teachers ESL Critical incidents Reflecting on reflections |
| title | Pre-service TESOL teachers’ professional-awareness building through reflecting on reflections of critical incidents |
| title_full | Pre-service TESOL teachers’ professional-awareness building through reflecting on reflections of critical incidents |
| title_fullStr | Pre-service TESOL teachers’ professional-awareness building through reflecting on reflections of critical incidents |
| title_full_unstemmed | Pre-service TESOL teachers’ professional-awareness building through reflecting on reflections of critical incidents |
| title_short | Pre-service TESOL teachers’ professional-awareness building through reflecting on reflections of critical incidents |
| title_sort | pre service tesol teachers professional awareness building through reflecting on reflections of critical incidents |
| topic | TESOL education Reflective practice Pre-service teachers ESL Critical incidents Reflecting on reflections |
| url | https://doi.org/10.1186/s40862-024-00254-4 |
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