There has been increased research concerning preservice teachers’ reflective practices in English teaching practicum programs. However, research on the contribution of critical reflection on ELT practicum in the EFL context remains limited. This phenomenological case study seeks to explore the contribution of critical reflection on ELT practicum to developing preservice teachers’ pedagogical competence and fostering transformative learning in the post-pandemic time. Nine preservice teachers purposively selected were assigned to write weekly reflective journals during a two-month practicum. Their critical reflection was identified using reflection descriptors. They were then called to undergo focus group interviews. The data were subsequently analyzed for the thematic patterns. Results showed the contribution of critical reflection to preservice teachers’ pedagogical competence development in becoming more prepared for classroom and student management, building motivation for pedagogical methods development, and training and creating habits of mind for continuous growth. Meanwhile, reevaluating beliefs and past experiences to establish authentic relationships, reflective practice to make teaching innovations, and individual experiences to enhance teaching skills have shaped preservice teachers’ transformative learning. The research findings imply how (re)designing teaching practicum programs for multifaceted reflective practices in certain teaching modes in teacher education programs evokes professional concerns for preparing preservice teachers’ future teaching careers.
Author : Utami Widiati
Appreciative Collaborative Reflection to Catalyze Indonesian EFL Teachers’ Identity Configuration in a Teacher Professional Education Program
Collaborative reflection helps teachers make meaning of their professional selves. For this reason, the infusion of appreciative inquiry into collaborative reflection can strengthen the formation of teacher identity. This case study aimed to investigate how appreciative collaborative reflection catalyzed the configuration of EFL teachers’ professional identities during a three-month offline teacher professional education program in Indonesia. Three EFL teachers attending the professional education program and belonging to the same group during the reflection activities took part in the current study. During the activities, the three participants showed an interpersonal bond within the group. Data in the form of narratives were obtained through a semi-structured focus group discussion with the participants. A thematic analysis was conducted to discover the data’s emerging themes regarding the affordance of the reflection in accelerating teachers’ professional identity formation. The findings revealed that appreciative collaborative reflection catalyzed teachers’ professional identity configuration through recollections of professional experiences, equal engagement and interconnectedness, and positivity. The data-led, personal, collaborative, and appreciative reflection fostered the cultivation of positive personal selves. It is necessary that identity-related reflections be incorporated into teacher professional development programs to help teachers cultivate and purify their professional calling.