No pain no gain: reflections on the promises and challenges of embedding reflective practices in large classes

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.

KEYWORDS:

• Student teachers
• pre-service teacher education
• reflection
• reflective practice
• reflective learning
• large classes

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Saadet Korucu Kis

Saadet Korucu Kis is an Assistant Professor in the English Language Teaching Department of Necmettin Erbakan University. She holds a BA, MA, and PhD in English Language Teaching. Her research interests relate to technology integration,  teacher cognition, teacher technology education, instructional design, and reflective practice.

Galip Kartal

Galip Kartal is an Assistant Professor of English Language Teaching Department at Necmettin Erbakan University, Konya, Turkey. He holds a BA, MA, and PhD in English Language Teaching. He teaches a variety of courses within the program including Language Acquisition, Special Teaching Methods, and Drama in ELT. His research interests mainly cover: learner corpora, the design and applications of innovative language learning & teaching techniques, and second language teacher education with a focus on reflection and psychology.