Professional Development Through Reflection: A Study of Pre-Service Teachers' Reflective Practice, 5(6)

Abstract

The study is an investigation of pre-service teachers’ reflective practice in the context of their micro-teaching performance. Results showed that the content of participants’ reflections focused on eight areas of teaching practice: (1) teacher characteristics (82%), (2) delivery of instruction (78%), (3) classroom interaction (40%), (4) subject content knowledge (25%), (5) questioning techniques (23%), (6) instructional aids (15%), (7) students (9%), and (8) general education issues (4%). The conclusions of the study point to the need for improvement on reflection contents and reflective thinking. The recommendation includes a discussion of a support system in the teacher education program to deliberately engage pre-service teachers in meaningful reflection.