This study was conducted to identify the characteristics of a
group of Turkish pre-service English Language teachers’ reflective
writing. A mixed method approach was taken in the analysis of their
written reflections on a video-recorded microteaching experience at the
end of a campus-based methodology course. First, qualitative analysis of
the written reflections revealed the modes and themes of reflection.
Second, the crosstabulations of the emerging reflective and thematic
categories were calculated to investigate how each category interacted.
The analyses revealed that while most of the reflection was descriptive
and focused on the self, some of the participants engaged in reflection
that showed a search for reasons behind and alternatives to their
practice. Some also referred to past and hypothetical future experiences.
This study contributes to the knowledge base on the reflective writing of
non-native pre-service English Language teachers and emphasises the
importance of tapping into reflections early on in pre-service teacher
Reflection at the Interface of Theory and Practice: an Analysis of Pre-Service English Language Teachers’ Written Reflections.
Australian Journal of Teacher Education, 36(3).