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Prospective Teachers as Reflective Practitioners: Integrating Reflective Practices into Practice-Teaching Experiences of Pre-Service EFL Teachers
Abstract
This study reports on the process in which practice teaching experiences of prospective teachers were supported by reflective practice elements during their practicum. The participants included five pre-service Turkish EFL teachers in the fourth year of the program. The data were collected through semi-structured interviews conducted at the end of the process, reflective reports written after practice teachings, video-recordings of teachings (two class-hours for each participant) and scaffolded feedback sessions based on these recordings. All the obtained data were analyzed through qualitative content analysis. The findings revealed that reflective practice integrated into the practice teaching experiences in the pre-service level improved the prospective teachers' awareness of their own teaching skills, critical thinking regarding their practices, recognition of school context and perception towards professional development.
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