The reflective diary experiences of EFL pre-service teachers

ABSTRACT

This study investigated the use of reflective diaries by novice teachers in the teaching practicum course. In these diaries, novice teachers wrote about the activities they had undertaken during the week in detail. These novice teachers were also interviewed in order to garner rich, in-depth, and nuanced perceptions of their experiences in writing reflective diaries and ascertain whether the diaries helped or hindered their teaching. Fifty Saudi pre-service teachers who taught English in intermediate schools participated in the study. The in-service teachers in these schools were interviewed so that their voices and evaluations regarding the reflective diaries could be added to the study; this was done because they were considered as secondary supervisors for the pre-service teachers. Results revealed that the majority of pre-service teachers and all of the in-service teachers showed positive attitudes toward reflective diary use. Although most of the diaries were descriptive rather than reflective, the pre-service teachers did focus on key classroom elements such as teaching techniques, activities, teaching resources. The results also suggested that a number of participants recommended that the diaries should be mandatory and embedded in the teaching practicum course. Dedicated coaching, mentoring, and modelling could further develop their approach to professional reflection.

KEYWORDS:

• Reflective diary
• pre-service teacher
• in-service teacher
• teaching practicum

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The authors extend their appreciation to the Deanship of Scientific Research at King Saud University for funding this work through the Research Project No. R6-17-01-02.

Notes on contributors

Sultan Altalhab

Sultan Altalhab is an Associate Professor at College of Education at King Saud University in Saudi Arabia. He is interested in TESOL areas mainly vocabulary research and teacher education. He teaches undergraduate and postgraduate TESOL courses and supervises postgraduate research projects.

Yasser Alsuhaibani

Yasser Alsuhaibani is an Assistant Professor at College of Education at King Saud University in Saudi Arabia. He is interested in TESOL areas mainly teacher education, educational policy and standards, and bilingualism. He teaches undergraduate and postgraduate TESOL courses and supervises postgraduate research projects. 

Donald Gillies

Professor Donald Gillies is Dean of the School of Education & Social Sciences at University of the West of Scotland. His research interests include education policy, the politics of education, and critical discourse analysis. His recent work has focused on Arendtian and Foucauldian theory. He is compiler of A Brief Critical Dictionary of Education, a free online resource for students (http://dictionaryofeducation.co.uk).