Speaker
Description
In line with the growing emphasis on reflective practices in teacher education programs, this study aims to investigate the influence of using Gibbs Reflective Cycle on pre-service teachers’ reflective capacity through qualitative intervention research. A qualitative intervention was employed in which participants were required to write two self-reflections on their teaching practices in two phases, one unguided and one guided by Gibbs Reflective Cycle, followed by one semi-structured interview. Findings reveal that, prior to the use of this reflective model, participants were primarily confined to descriptive writing, the very first level of reflective capacity according to Hatton and Smith Framework. After the intervention, a noticeable improvement in participants’ reflective capacity was shown, evidenced by the shift from merely recounting classroom activities to being able to explore pedagogical reasons behind as well as acknowledging the affective dimension from both teachers and students. This learning curve, according to the participants, was brought about thanks to the explicit and detailed prompting of Gibbs Reflective Cycle, allowing them to systemize their thinking process before arriving at any conclusion. Results from this study confirms the critical need to scaffold reflective practices for teachers, especially novices. Besides, practical suggestions are also highlighted for teacher education’s curricula and institutional practices, in terms of how to implement such guidance, to avoid making reflection a performative and constraint task.
Keywords: reflection, reflective capacity, structured reflective model, Gibbs Reflective Cycle, levels of reflective capacity, cognitive dimension, affective dimension.
Biography
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Ms. Le Phuong Hue
Phuong Hue Le is a final-year student majoring in English Language Teaching at the University of Languages and International Studies, Vietnam National University, Hanoi. She has over three years of experience teaching English to learners of different age groups and class sizes. Currently, her academic interests include English Language learning, teacher professional development and reflective practice. -
Ms. Nguyen Thi Kim Phuong
Ms. Nguyen Thi Kim Phuong is a lecturer at University of Languages and International Studies, Vietnam National University, Hanoi. She has 19-year experience in teaching English and methodology, and training pre-service and in-service teachers. She is also an author of English textbooks for pre-school and upper-secondary students. Her interests include Teacher Education, English Language Teaching, ICT in ELT.
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