Implementing a process-based reflective teacher training course through situational role play, video, and scenario evidence and its effects on EFL teacher candidates’ perceptions of caring and reflective practices

ABSTRACT

The current study examined the teacher candidates’ perceptions of ways a process-based reflective teacher training course-especially those focused on bumpy moments in the classroom, through situational role plays, video reflections, and scenarios- could assist them in their reflective and caring practices. In this regard, a sample of 45 pre-service teacher candidates enrolled at a teacher education university in Iran partook in the study and filled in the reflective and caring practices questionnaire before and after the treatment. Moreover, three teacher candidates were offered to keep reflective journals about the procedure based on their observations. Furthermore, pre- and post-phase interview was conducted with 15 participants. The results of this study revealed that the participants across all three intervention groups experienced improvement as a result of engaging in the teacher training course. The scenario group had the highest mean, followed by the video group; the role play group showed the least amount of improvement in reflective questionnaire mean score of all the treatment groups. The implication is that the process-oriented reflective teacher training course through situational role-play, video-based reflection, and scenario-based reflection can make teacher candidates more cautious about the caring and reflective aspects of their teaching.

KEYWORDS:

• EFL teacher candidates
• reflective teacher training
• scenario-based reflection
• situational role-play
• perceptions of caring
• video-based reflection

Disclosure statement

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

Additional information

Notes on contributors

Masoomeh Estaji

Masoomeh Estaji is an associate professor of Applied Linguistics at Allameh Tabataba’i University (ATU), Tehran, Iran. She holds a Ph.D. in Applied Linguistics from Allameh Tabataba’i University. She earned the Top Researcher Award at ATU in 2018, 2020, 2022. She has presented and published numerous papers on methodology, testing, and second language acquisition (SLA) in various national and international journals. Her research interests include language testing and assessment, ESP, and teacher education.

Azadeh Haji-Karim

Azadeh Haji-Karim is a PhD holder of TEFL at Allameh Tabataba’i University (ATU), Tehran, Iran. Her areas of interest are teacher education, educational psychology, and second language acquisition.