THE ROLE OF REFLECTION IN THE TEACHING PRACTICUM OF PROSPECTIVE ENGLISH LANGUAGE TEACHERS
DOI:
https://doi.org/10.31652/2786-9083-2025-5-38-45Keywords:
reflective practice; pre-service teacher training; professional development; pedagogical competency; structured reflection; self-assessment; teacher educationAbstract
The study explores the significance of reflection in the teaching practicum of prospective English language teachers. It examines how structured reflective practices influence professional development, pedagogical competency, and adaptability in classroom settings. Additionally, it identifies challenges pre-service teachers face in developing reflective skills and investigates effective strategies for fostering meaningful reflection in teacher training programs. The research employs an analysis of psychological, pedagogical, and methodological literature on reflective practices in teacher education. It synthesizes existing research findings and draws on personal teaching experience to evaluate the effectiveness of structured reflection in pre-service teacher training. Pedagogical observation is used to assess how guided self-reflection and peer feedback influence the development of professional competencies. This study contributes to the existing body of research by demonstrating the impact of structured reflection frameworks on the professional growth of pre-service teachers. It highlights the role of guided prompts, video-based self-assessment, and peer discussions in enhancing reflective practice. The research also underscores the importance of balancing self-criticism with constructive self-evaluation to ensure productive reflection. Findings indicate that structured reflection significantly influences the professional growth of pre-service teachers. Structured reflection facilitated the identification of instructional strengths and weaknesses, leading to more targeted professional development. However, challenges such as excessive self-criticism, insufficient scaffolding in teacher training programs, and time constraints hindered effective reflection. The study emphasizes the need for explicit training in reflective strategies and the incorporation of digital tools to support continuous self-assessment and pedagogical refinement. Integrating structured reflection into teacher training programs can enhance adaptability, instructional decision-making, and overall teaching efficacy among future English language educators.
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