Developing reflection in writing for pre-service teachers : a participatory action research approach to syllabus design

الملخص EN

This paper reports on a quasi-experimental study meant to develop pre-service teachers' reflective abilities in writing using a participatory action research (PAR) based syllabus.

It aims at testing a directional hypothesis supporting the efficiency of the PAR writing syllabus based on Macrorie's (1988) I-Search Paper philosophy in developing the participants' reflection.

The study was conducted with 3rd year pre-service teachers at the Teacher Training School of Constantine (ENSC), Algeria during the academic year 2017-2018.

Data was collected using reflective journals in a form of extended essays; and participants' reflection was measured using Kember's (2008) coding scheme.

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