No pain no gain: reflections on the promises and challenges of embedding reflective practices in large classes. Issue 5 (3rd September 2019)

• Record Type: Journal Article
• Authors: Korucu Kis, Saadet; Kartal, Galip
• Is Part Of: Reflective practice. Volume 20:Issue 5(2019)
• Page Start: 637
• Page End: 653
• Publication Date: 2019-09-03
• Subjects: Student teachers -- pre-service teacher education -- reflection -- reflective practice -- reflective learning -- large classes; Professions -- Periodicals; Reflection (Philosophy) -- Periodicals; Thought and thinking -- Periodicals; Self-knowledge, Theory of -- Periodicals; Career development -- Periodicals; 370.15
• DOI: 10.1080/14623943.2019.1651715
• Languages: English
• ISSNs: 1462-3943

Abstract

ABSTRACT: Reflective teaching is considered as the optimal approach to teacher education and it is suggested to be taught before the practicum starts. However, there is a lack of research investigating whether large classes constitute an obstacle to the implementation of reflective practices in teacher education programs. Engaging 60 third-year English as a foreign language (EFL) student teachers in reflective practices through the procedures of self-monitoring, peer-observation, and journal writing in a campus-based course, this study aimed to find out what benefits and problems student teachers would experience throughout the process. Participants acknowledged that involvement in reflective practices helped them develop self-awareness, criticality and reflective mindsets while also expanding understanding of new content. They also indicated three major challenges in observing self and peers, and writing journals: lack of reflective skills, time pressure, and repetitive process. The researchers conclude that implementing reflective practices is demanding but attainable in large classes.