STUDENT TEACHERS’ PERCEPTIONS OF REFLECTIVE PRACTICE

Abstract

The present study aims at engaging ELT student teachers in reflective teaching practicethrough the use of reflective diary during their school internship and finding out theirperceptions about this reflective teaching practice that they were engaged in. The data werecollected through the qualitative research instrument. After the student teachers wereinvolved in reflective practice through the reflective tool, they were asked to keep reflectivediaries during the twelve weeks school internship to learn their perceptions of reflectivepractice. The data obtained from the qualitative data were analyzed through thematicanalysis. The results of the study put forward that the student teachers benefited much fromthe current study and were pleased with having participated in this reflective teachingpractice by means of reflective diary. Engaging in reflective practice was found as animportant opportunity for gaining awareness about teaching skills and practices, increasingself-evaluation and professional growth. The student teachers also stated that reflective diaryuse fostered the growth of reflective practice by encouraging them to engage in examiningwhat was being done in the classroom. This process persuaded the individual to look forstrengths and weaknesses and thus actively seek improvement in recognized areas. Thoughthe growth of reflection and reflective practice, the student teachers used personalexperiences and connection with classroom theory to grow and develop as professionals.