Promoting reflective practice through using portfolios as an innovative tool for English language teacher trainees

Abstract EN

Reflective practice is a challenging aspect of language teaching/learning that demands competence in thinking about personal experiences.

The purpose of this study is to determine the role of portfolios in promoting reflective writing practice through examining 34 English language teacher trainees' reflective development along the three phases of the Practical Teaching Course.

The design of analysing reflectivity is drawn from the framework developed by Hatton and Smith (1995).

They suggest that reflection develops through technical, practical and finally critical level.

The results indicated that the majority of these trainees developed from a technical towards a more practical understanding of teaching/learning.

Few trainees were able to demonstrate a critical awareness of teaching/learning.

Teaching portfolios provided a kind of stimulus for reflective practice; however, this study has revealed that reflection did not reach critical levels.

Eventually, portfolios made trainees engage better in their teaching practice through reflective writings.