Speaker
Description
Reflective teaching—the cyclical, analytical process of gathering and evaluating evidence about one's teaching to improve future practice (Farrell, 2015)—is a cornerstone of competence-based teacher education. However, little research has examined how this practice is developed in Vietnam. This study adopts Cirocki and Widodo's (2019) four-stage model—reflection before, during, after, and beyond lessons—within a practicum course to develop reflective teaching among 30 ELT master students in Vietnam. Data were collected from questionnaire responses and reflective journals over 15 weeks. Findings indicated that each stage nurtured a distinct dimension of reflection. The study will be of interest to novice teachers, teacher trainers, and school managers seeking to organize professional development activities that promote reflective teaching in real-world contexts.
Biography
Vũ Thị Thanh Nhã (VIETNAM) is the Dean of the Faculty of English Language and Culture at the University of Languages and International Studies, Vietnam National University. She has been involved in curriculum and material development projects and teacher training with the Ministry of Education and Training, US Regional English Language Office, Australian Alumni in Vietnam, and British Council since 2015. Her research interests include project-based learning, educational change, EMI, community of practice, teacher development and needs analysis. Currently, Nha focuses on technology-based education, professional development and EMI policy. Email: nhavtt@vnu.edu.vn
| Affiliate type | University |
|---|