English language teaching majors reflections on doing teaching practicum at some high schools in hue city of education

MINISTRY OF EDUCATION AND TRAINING
UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY
------------

NGUYEN THI TRA MY

ENGLISH LANGUAGE TEACHING
MAJORS’ REFLECTIONS ON DOING
TEACHING PRACTICUM AT SOME
HIGH SCHOOLS IN HUE CITY

MA THESIS IN THEORY AND METHODOLOGY
OF ENGLISH LANGUAGE TEACHING

In partial fulfillment of the requirements for the degree of Master of Arts, Hue
University of Foreign Languages

HUE, 2019


MINISTRY OF EDUCATION AND TRAINING
UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY
------------

NGUYEN THI TRA MY

ENGLISH LANGUAGE TEACHING
MAJORS’ REFLECTIONS ON DOING
TEACHING PRACTICUM AT SOME
HIGH SCHOOLS IN HUE CITY

MA THESIS IN THEORY AND METHODOLOGY
OF ENGLISH LANGUAGE TEACHING
CODE: 8140111

SUPERVISOR: Assoc. Prof. Dr. LE PHAM HOAI HUONG

HUE, 2019


BỘ GIÁO DỤC VÀ ĐÀO TẠO
ĐẠI HỌC HUẾ
TRƯỜNG ĐẠI HỌC NGOẠI NGỮ
------------

NGUYỄN THỊ TRÀ MY

CHIÊM NGHIỆM CỦA SINH VIÊN NGÀNH SƯ PHẠM
TIẾNG ANH VỀ VIỆC THỰC TẬP Ở MỘT SỐ
TRƯỜNG PHỔ THÔNG TRUNG HỌC
THÀNH PHỐ HUẾ

LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP
DẠY HỌC BỘ MÔN TIẾNG ANH
MÃ SỐ: 8140111

NGƯỜI HƯỚNG DẪN KHOA HỌC:
PGS. TS. LÊ PHẠM HOÀI HƯƠNG

HUẾ, 2019

Statement of Original Authorship

The work contained in this thesis has not previously been submitted for
a degree or diploma in any university. I certify that, to the best of my
knowledge and belief, my thesis contains no material previously published or
written by another person except where due reference is made in the thesis
itself.
Signed: ………………………………..
Date: …../……/………

i


Abstract
This research aimed to investigate ELT majors‟ reflections on doing
teaching practicum at some high schools in Hue city. More specifically, it
focused on exploring ELT majors‟ perceptions as well as how they carried out
their teaching practicum. The study also explored the difficulties faced by
student teachers when doing teaching practicum.
The participants were 40 fourth year students from Hue University of
Foreign Languages. The data were collected by means of the questionnaire,
interview and journal.
The findings reveal that the majority of the students were well aware of
the importance and benefits of teaching practicum at high schools. Thanks to
the practicum, they obtained much experience both pedagogical skills and soft
skills. Moreover, the results also show that conducting class observations and
teaching practicum were two main duties during their teaching practicum at
high schools. Besides, student teachers were assigned to work as form teachers
and had to join in some extracurricular activities. Regarding the difficulties,

the student teachers reported to face lots of challenges, including class size,
students‟ English proficiency, time management, the application of teaching
methods, workload for trainee teachers, the timing of practicum, the
evaluation of supervisors, problems in developing rapport with students, and
strict high school regulations.
From the findings, some solutions were suggested to help future student
teachers to do their practicum effectively.

ii


ACKNOWLEDGEMENTS
First of all, I am deeply indebted to my supervisor, Assoc. Prof.
Dr. Le Pham Hoai Huong for her enthusiastic guidance and helpful
instructions that she has given to me at every stage of the development
of this study. Especially, I am absolutely grateful for her careful and
detailed correction for my writng.
In addition, I am very grateful to the fourth year students at
Hue University of Foreign Languages who enthusiastically spent
their time writing journals, filling questionnaires and participating in
the interviews.
I would also like to send my sincere thanks to my beloved
friends for sharing ideas and giving useful suggestions during the
time I conducted this research.
Last but not least, my deepest love goes to my family who have
supported me to overcome all difficulties and encouraged me to fulfill
this thesis.

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TABLES OF CONTENTS
Page
Statement of Original Authorship ....................................................................... i
Abstract .............................................................................................................. ii
Acknowledgements ........................................................................................... iii
List of tables..................................................................................................... vii
List of figures .................................................................................................. viii
List of abbreviations ......................................................................................... ix
CHAPTER 1: INTRODUCTION .................................................................. 1
1.1 Rationale ...................................................................................................... 1
1.2 Research objectives...................................................................................... 2
1.3 Research questions ....................................................................................... 2
1.4 Scope of the study ........................................................................................ 2
1.5 Significance of the study ............................................................................. 2
1.6 Thesis outline ............................................................................................... 3
CHAPTER 2: LITERATURE REVIEW....................................................... 4
2.1 Introduction .................................................................................................. 4
2.2 Theoretical background ............................................................................... 4
2.2.1 Teaching practicum................................................................................... 4
2.2.1.1 Definition ............................................................................................... 4
2.2.1.2 Purposes of teaching practicum ............................................................. 5
2.2.1.3 The importance of teaching practicum for ELT majors ........................ 6
2.2.1.4 Problems commonly faced by ELT majors in doing teaching practicum
............................................................................................................................ 7
2.2.2 Reflection ................................................................................................ 10
2.2.2.1 Definition ............................................................................................. 10
2.2.2.2 Purposes of Reflection ......................................................................... 11
2.2.2.3 Forms of reflection............................................................................... 12
2.2.2.3.1 Reflections on teaching observations ............................................... 12

2.2.2.3.2 Reflections on teaching practicum.................................................... 13
2.2.3 The student teachers................................................................................ 14
2.2.3.1 Definition ............................................................................................. 14
2.2.3.2 Requirements for student teachers in teaching practicum ................... 14
2.3 Previous studies ......................................................................................... 17

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2.3.1 In other countries .................................................................................... 17
2.3.2 In Vietnam .............................................................................................. 19
2.3.3 Gaps in the literature ............................................................................... 19
CHAPTER 3: METHODOLOGY ............................................................... 21
3.1 Introduction ................................................................................................ 21
3.2 Research approaches .................................................................................. 21
3.3 Research participants ................................................................................. 22
3.4 Data collection tools .................................................................................. 22
3.4.1 Journal ..................................................................................................... 22
3.4.2 Questionnaire .......................................................................................... 23
3.4.3 Interview ................................................................................................. 24
3.5 Data collection procedure .......................................................................... 25
3.5.1 Pilot study ............................................................................................... 25
3.5.2 Main study .............................................................................................. 25
3.7 Chapter summary ....................................................................................... 26
CHAPTER 4: FINDINGS AND DISCUSSION .......................................... 27
4.1 Introduction ................................................................................................ 27
4.2 How ELT majors carried out teaching practicum at high schools ............ 27
4.2.1 Teaching practicum................................................................................. 28
4.2.2 Conducting class observations ................................................................ 29
4.2.3 Working as a form teacher ...................................................................... 30

4.2.4 Extracurricular activities ......................................................................... 31
4.3 ELT majors‟ reflections on doing teaching practicum .............................. 32
4.3.1 ELT majors‟ reflections on doing teaching practicum at high schools .. 32
4.3.2 ELT majors‟ reflections on extracurricular activities at high schools .... 33
4.3.3 ELT majors‟ reflections on students at high schools .............................. 35
4.3.5 ELT majors‟ reflections on other peer student teachers at high schools 37
4.3.6 ELT majors‟ reflections on teaching regulations at high schools .......... 39
4.3.7 ELT majors‟ reflections on the benefits of the teaching practicum at high
schools ............................................................................................................. 40
4.4 Difficulties faced by ELT majors‟ when doing teaching practicum at some
high schools ..................................................................................................... 44
4.4.1 Class size................................................................................................. 44
4.4.2 High school students‟ English proficiency ............................................. 46
4.4.3 Workload for student teachers ................................................................ 47
4.4.4 The application of teaching methods ...................................................... 49
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4.4.5 Time management................................................................................... 50
4.4.6 The timing of practicum ......................................................................... 52
4.4.7 The evaluation of supervisors ................................................................. 53
4.4.9 Strict high school regulations ................................................................. 56
4.4.10 Other difficulties ................................................................................... 57
4.5 Solutions .................................................................................................... 57
CHAPTER 5: CONCLUSION, IMPLICATIONS, LIMITATIONS AND
SUGGESTIONS FOR FURTHER STUDY ................................................ 61
5.1 Introduction ................................................................................................ 61
5.2 Summary of the key findings ..................................................................... 61
5.3. Implications .............................................................................................. 62
5.3.1 For educational administrators at HUCFL ............................................. 62

5.3.2 For supervisors ........................................................................................ 63
5.3.3 For ELT majors ....................................................................................... 64
5.4 Limitations of the research ........................................................................ 64
5.5 Suggestions for further research ................................................................ 65
REFERENCES............................................................................................... 66
APPENDICES ................................................................................................ 73

vi


LIST OF TABLES
Table 3.1: Distribution of questionnaire items ................................................ 24
Table 4.1 ELT majors‟ reflections on doing teaching practicum at high schools
.......................................................................................................................... 32
Table 4.2 ELT majors‟ reflections on extracurricular activities at high schools
.......................................................................................................................... 33
Table 4.3 ELT majors‟ reflections on students at high schools ....................... 35
Table 4.4 ELT majors‟ reflections on the supervisor‟ role at high schools..... 36
Table 4.5 ELT majors‟ reflections on other peer teachers at high schools .... 38
Table 4.6 ELT majors‟ reflections on teaching regulations at high schools ... 39
Table 4.7 ELT majors‟ attitudes towards benefits of teaching practicum at high
schools ............................................................................................................. 40
Table 4.8 Sollutions ......................................................................................... 58

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LIST OF FIGURES
Figure 4.1 Difficulty due to class size ............................................................. 44
Figure 4.2 Difficulty due to high school students‟ English proficiency .......... 46

Figure 4.3 Workload for student teachers........................................................ 48
Figure 4.4 Difficulties in applying of teaching methods ................................. 49
Figure 4.5 Difficulty in managing classes ....................................................... 51
Figure 4.6 Difficulty related to the timing of practicum ................................. 52
Figure 4.7 Difficulty related to the evaluation of supervisors ......................... 54
Figure 4.8 Difficulty in developing rapport with students .............................. 55

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LIST OF ABBREVIATIONS

ELT

: English Language Teaching

HUCFL

: Hue University College of Foreign Languages

EFL

: English as a Foreign Language

ix


CHAPTER 1
INTRODUCTION
1.1 Rationale

It cannot be denied that teaching practicum plays an essential role in
becoming a teacher. As suggested by Richard and Crookes (1988), all students
must join in doing teaching practicum course because it is regarded as an
important part of developing teacher‟s profession. Besides, Ngidi and Sibaya
(2003), Marais and Meier (2004), Perry (2004) pointed out student teachers
would have a chance to teach in reality through the practicum. Sharing the
same idea, Kasanda (1995) claimed that it is also an interesting experience for
student teacher to prepare necessary teaching skills before being a real teacher.
It is said that teaching practicum is a valuable opportunity for student teachers
to apply their initial theoretical knowledge on language learning. Teaching
practicum is not only the real time through which student teachers learn to
teach and get experiences but also the chance for them to become real teachers
for the rest of their lives or not. Moreover, it also helps student teachers be
aware of their lacking experience as well as develop their teaching
competencies. Therefore, teaching practicum is an integral part of initial
teacher education.
The link between theories and practices in teaching is really needed. As
Wellman and Wold (2006) noted that the collaboration nature of university
and school partnership fosters comprehensive improvements in teacher
preparation program and a seamless curriculum from theory to practice. Thus,
Darling-Hammond (2010) recommended that connecting theory and practice
cannot succeed without the relationships between universities and schools. To
illustrate this point, Lingam (2002) and Williams (1994) said that the success
of teachers does not depend on only theoretical knowledge but also it depends
on meaningful practicum that provides them with necessary skills and
behaviors that develop their teaching practices. More importantly, as DarlingHammond (2006) suggested, teaching practicum has been seen as an initial
base to link theory and practice in teaching education program.

1

In fact, it is obvious that teaching practicum is viewed as the most
critical factor in the development of teaching skills and acquiring pedagogical
knowledge (Tang, 2003). As many Vietnamese universities, Hue University of
Foreign Languages has emphasized the importance of the practical preparation
of their pedagogical graduates, especially English Language Teaching majors.
To find out ELT majors‟ reflections during their practicum as well as to help
students have awareness needed for effective teaching; this study was set out
to investigate “English Language Teaching majors’ reflections on doing
teaching practicum at some high schools in Hue city.”
1.2 Research objectives
This research aims at exploring the ELT majors‟ reflections through the
teaching practicum at high schools. Besides, the study attempts to discover the
challenges that student teachers face and give some recommendations for the
improvement of their teaching skills in the practicum.
1.3 Research questions
From the above objectives, the research was designed to answer the
following research questions:
1. How do ELT majors carry out teaching practicum at high schools?
2. What are their reflections on doing English teaching practicum?
3. What difficulties do they face when doing English teaching
practicum at high schools?
1.4 Scope of the study
This research paper mainly focused on the reflective practice
experience of ELT student teachers during practicum at some high schools in
Hue city. The participants were fourth year students from Hue University of
Foreign Languages who involved in the teaching practicum which lasted for
one month, in the academic year 2018-2019.
1.5 Significance of the study
Theoretically, the study was conducted with the hope that it would

contribute to the teaching practicum course and theories related to teaching
reflections.

2


Practically, it hopes to benefit ELT majors because they will see
practical experience through teaching practicum. It shows the way how
students acquire skills during their practicum that qualify them to become
professional teachers. Moreover, the findings about the problems encountered
by student teachers in doing teaching practicum at some high schools in Hue
city will provide useful suggestions and a reference material for ELT majors.
1.6 Thesis outline
The study consists of five chapters.
Chapter one “Introduction” gives a brief description of the research
topic as well as the rationale of the study. In addition, the research objectives,
research questions, scope of the study and thesis outline are also included in
this chapter.
Chapter two “Literature review” provides relevant background theories
about the students‟ reflections on doing teaching practicum and reviews
previous studies related to the topic.
Chapter three “Methodology” presents the methods and the instruments
for data collection that the author used to carry out this thesis.
Chapter four “Findings and discussion” presents the data on analyzing
as well as discussing the results collected from the study.
Chapter five “Conclusion and implications” summarizes the main
points of the study and give some suggestions for improving students‟
teaching practicum.

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CHAPTER 2
LITERATURE REVIEW
2.1 Introduction
Firstly, this chapter focuses on presenting the theoretical background
related to the topic. It begins with defining and clarifying some key concepts,
particularly reflection, teaching practicum and student teachers used in the
study. Secondly, an overview of the previous studies both in Vietnam and in
other countries is followed. Finally, the gaps in the literature are also pointed
out.
2.2 Theoretical background
2.2.1 Teaching practicum
2.2.1.1 Definition
The teaching practicum has emerged as an increasingly common
feature of ESL/EFL teacher preparation programs (Stoynoff, 1999; Farrell,
2007). As Barry and King (2002) noted, “Teaching practice (practicum)
provides the opportunity to apply the principles of teaching and learning that
have been studied during course work” (p.35). In fact, teaching practicum not
only allows English student teachers to put their university acquired
knowledge to practical use but also helps them confirm that they have chosen
the right career (Phairee, Sanitchon, Suphanangthong, Graham, Prompruang,
De Groot & Hopkins, 2008).
There are many different ways of defining teaching practicum. It is
simply an organized school experience of student teachers, in which they
practice the skills being learned in the teacher education program under the
direct supervision and assistance of the trained teacher of the school. An
integral part of all initial teacher education programs is the school-based
practicum, where pre-service teachers get an opportunity to develop their
teaching and knowledge in classroom situations (Grootenboer, 2005). Some

researchers such as Marais and Meier (2004, p.220), Perry (2004) and
Maphosa, Shumba and Shumba (2007) showed that teaching practice as an

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essential component of teacher training. Teaching practice is a valuable time
for student teachers to apply theory in practice.
In general, practicum is often referred to as the school-based field
experience, which helps pre-service teachers get an opportunity to develop
their teaching skills and knowledge in a classroom setting (Grootenboer,
2005). From the above definitions, we can understand that teaching practicum
is a period of time for student teachers to apply what they have learnt at school
into the real settings.
2.2.1.2 Purposes of teaching practicum
The purpose of teaching practicum is to help student teachers develop
their deeper understandings for a better practicum in the future. According to
Wickstron, Patterson and Zeek (2006), teaching practicum enables student
teachers “to go beyond the memorization of facts to the application of ideas”
in the actual classroom situation. Moreover, it also provides student teachers
to engage actively on learning and teaching processes such as student teacher
interactions, implementation of instructional methods, curriculum school
activities and subject knowledge matter (Fekade, 2009).
During teaching practicum, student teachers are able to develop selfcontrol and interpersonal sensitivity which are important traits that they would
need during their professional lives (Eraut, 1988, cited in Yan & He, 2009).
Furthermore, being placed in a teaching practicum to try the daily tasks that a
real teacher has to do, the trainees learn and practise independent problem
solving skill, co-working with fellow staff teachers and developing
professional values and attitudes (Ramsden, 1992). Through their performance
in teaching practicum, student teachers can confirm that they have chosen the

right career (Stoyoff, 1999; Farrell, 2007, all cited in Gan, 2013, p.93). After
completing the practicum, they gain “professional knowledge about workplace
behaviors” and feel “better prepared to enter the workforce and/or attend
graduate school” (Simon‟s et.al. 2012, p.332).
In summary, teaching practicum will supply and prepare student
teachers skills needed for their teaching.

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2.2.1.3 The importance of teaching practicum for ELT majors
The importance of teaching practicum for student teachers‟
development towards being a real teacher has been highlighted by some
researchers such as Caires and Almeida (2007), Fives et al. (2007), Hascher,
Cocard and Moser (2004), Klassen and Durksen (2014) and Smith and LevAri (2005). Moreover, Tisher (cited in Atputhasamy, 2005) believed that the
practical experiences of expert teachers who observe their lessons, receiving
feedback and practicing various teaching strategies during the school
experience are the most important factors in student teachers‟ professional
growth. As Barry and King (2002) suggested practicum is the time to reflect
whether or not teaching is the career for them. For that reason, the practicum
has the power to critically shape the student teacher‟s perception of the
teaching and learning (Gustason & Rowell, as cited in Grootenboer, 2006).
In addition, Qazi et al. (2012) stated that practicum not only helps
student teachers enhance their pedagogical skills but also prepares for the
realities of classroom teaching through developing skills in them such as
lesson planning, preparation of subject relevant teaching aids, worksheets and
classroom management skills.
Furthermore, as Szabo et al. (2002) affirmed that practicum plays an
important part in connecting between theory and practice. Therefore,
practicum is considered as the central component of teacher education

programs. This is because practicum has the power of critically shaping
student teacher‟s perceptions of teaching and learning (Gustafson & Rowell,
1995 cited in Grootenboer, 2005).
According to Ferrier-Kerr (2009), the teaching practicum is viewed as
one of the most influential aspects of pre-service teacher education. As
Leshem and Barhama (2007) suggested, teaching practicum is very essential
to the development of student teachers because it creates opportunities for
future teachers to develop their pedagogical skills. Therefore, practicum is an
opportunity for student teachers to enhance knowledge and teaching skills
(Hascher, Cocard, & Moser, 2004, cited in Leshem & Barhama, 2007).

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As stated by Trent (2010), it is by emphasizing awareness and
questioning that the teaching practicum can be regarded as a vital stage of
teacher identity construction, where understanding refers to the way teachers
are and the way they think other people are (Danielewics, 2001, as cited in
Trent, 2010). This view is consistent with Britzman‟s (2003) that learning to
teach “is always the process of becoming a time of formation and
transformation” (p.31).
In brief, teaching practicum has been preserving its importance within
the scope of teacher education programs for long. As suggested by Farrell
(2008), field-based experiences in real classrooms during the teaching
practicum leave their significant traces on student teachers‟ individual
development towards the teaching profession. In this sense, by means of the
teaching practicum, student teachers have a chance to personally experience
the real classroom atmosphere in which a real curriculum is applied with
actual students and teachers (Huling, 1998). Along with providing a
framework for linking the theoretical aspects of teacher education with

practice opportunities (Allen & Wright, 2014), teaching practicum also helps
student teachers to improve their individual teaching competences (Smith &
Lev-Ari, 2005). Accordingly, with the help of the teaching practicum
experiences, student teachers in language teacher education programs try to
put their initial theoretical knowledge on language learning and teaching into
practice.
2.2.1.4 Problems commonly faced by ELT majors in doing teaching
practicum
As Means and Lin (2006) revealved that it is stressful to start in any
new job; particularly, the teaching profession is regarded as a high stress
occupation. Therefore, teaching practicum is considered as a stressful
component in teaching and managing school students‟ behavior.
Classroom management is one of the challenges that the student
teachers faced in their practicum teaching. Since they are just practicing
teachers, they do not have enough knowledge on how to manage a number of

7


students in the class. These findings were found by Gan (2013), Coskun
(2013) and Yusof (2014) in their studies. They revealed that controlling the
students‟ noise, dealing with misbehaviors as well as motivating students into
their lesson are the problems that student teachers got during their actual
teaching. Specifically, Coskun (2013) said that student teachers have difficulty
in managing the classroom because of the fact that they are not considered to
be real teachers. Moreover, the findings of some researchers such as
Bromfield (2006); Reupert and Woodcock (2010) claimed that classroom
management is the most significant cause of concern for pre-service teachers,
particularly during the practicum. Ganal et al., (2015) also made a study on the
problems and difficulties encountered by student teachers including classroom

management, communication skills, and instructional skills, among others. In
Freeman‟s study (1989, as cited in Bailey, 2006, p.242), he indicated that
novice teachers may have good understanding of declarative knowledge, that
of “knowing what”, but they “may lack the skills for working with real
language students”.
Moreover, in the studies of Yusof et al. (2014), Gürbüz (2015),
Hamaidi (2014) and Jusoh (2015), they revealed that student teachers were not
confident enough to hold classes because they were only student teachers.
That was the reason why student teachers also felt worried and nervous
because of lack of self-confidence. In fact, in the classroom observation, all of
the student teachers were shaking and their voices showed that they were
nervous. For example, Gürbüz (2015) revealved that student teachers in his
study also felt nervous, uncomfortable and anxious before and during the
lesson which resulted in being unable to use their voices effectively while
teaching.
Additionally, Yassin (2004) studied the problems faced by the students
at the Faculty of Education in Gaza during their teaching practicum. The
results showed that the long distance between the assigned schools and the
students‟ houses, the lack of guidance provided by school principals regarding
the school systems, regulations, the participation in the school activities as

8


well as the lack of respect showed from the cooperating teachers towards
student teachers were common challenges that student teachers got. Yassin
(2004) further studied the challenges from academic supervisors during
teaching practice and established that the academic supervisors do not hold
regular meetings with student teachers to discuss the challenges that face
them.

In Bechuke‟s (2013) study, the findings revealed that most mentors are
not well informed of their responsibilities as mentors to student teachers
during teaching practicum. Moreover, the findings indicated that mentors lack
training to function as mentors to student teachers during teaching practice.
Bechuke (2013) further said that university assessors are not consistent in their
duties as supervisors.
Furthermore, Merỗs (2004) study showed that the major reasons of
stress are related to their previous experience, overcrowded classrooms, the
feeling of incompetence, being observed by the supervisor and the mentor,
being recorded, using a new teaching technique, managing the time effectively
and not knowing the students. Besides, Costin et al. (1992) listed the major
stress factors including heavy workload, lack of time for preparation for
teaching practice, the high number of assignments and activities, different
expectations from teachers, school administrators, mental tiredness and
practicum-related expenses.
Actually, Le (2013) revealed that in Vietnam student teachers had
tendency to follow or were forced to follow the way of teaching of their school
teachers rather than pursuing their own teaching philosophy. Some researchers
such as Veenman (1984), Allen (2009) and Rozelle and Wilson, (2012) found
that student teaching tends to move teachers toward traditional styles of
teaching, away from innovative methods and strategies espoused in teacher
education. In fact, according to Nguyen and Baldauf (2010), Le (2013) and
Nguyen and Hudson (2012), the process of learning how to teach during
teaching practicum in Vietnam limits itself around learning how to teach from
school teachers and as a result, teaching practicum is not effective.

9


Another problem is the cooperation between lecturers and school

teachers. As said by Nguyen and Baldauf (2010) and Hu (2005), it is a
common problem in many Asian countries where teaching practicum of
English teacher education programs is found not very effective.
In short, it is said that student teachers met some challenges related to
classroom management, lesson planning, the relationship with the supervisors
as well as the lack of self confidence when doing their teaching practicum.
2.2.2 Reflection
2.2.2.1 Definition
Dewey (1933, p.9) defined reflection as “the active, persistent and
careful consideration of any belief or supposed form of knowledge in light of
the grounds that support it”. He refers to the reflective practice as an
intelligent action, important to make changes in the teaching process through
the reconstruction of experiences (Pedro, 2005). Thanks to Dewey‟s work,
Schön (1983; 1987) developed his theory, reflective practice for practitioners
to mean the way of recapturing an experience, mulling it over, then attempting
to evaluate and reconstruct that experience. Schon expands „reflection‟ to
consider knowledge in action which is central to the growth and development
of all professions.
Regarding reflection, Al-issa and Al-bulushi (2010, p.41) stated:
Reflective teaching has been considered in the literature in English
language teaching in particular as a substantial tool for student-teachers and
teachers to use to understand the complex contexts of the English language
and the social conditions that influence its teaching.
As Asmawi (2008) suggested, reflection could be viewed as a social
process of negotiation or collaborative sense-making that enhances their
cognitive development as they collaborate with experts and peers.
According to Korthagen (2001), “Reflection is the instrument by which
experiences are translated into dynamic knowledge (p. 53)”. For Dewey (cited
in Moon 1999, p. 12), reflection is an essential part of the process of making
meaning that pushes learners from one experience to the next:“The kind of

10


thinking that consists in turning a subject over in the mind and giving it
serious thought”. Reflection is “active, persistent, and careful consideration of
any belief or supposed form of knowledge in the light of the grounds that
support it, and the further conclusions to which it tends”.
In short, there are many different definitions about reflection. However,
there is a common view among these definitions. It involves thinking about
things for better understanding. The term is used in academic research to mean
a form of mental processing (Moon, 2013). Pisapia (2009) regards it as the
ability to form conclusions on what happened in the past or is happening now
based on perceptions, experience and information to assist in guiding future
actions. In this study, reflection means the way student teachers show their
attitude toward teaching practicum as well as the connection between theory
and practice.
2.2.2.2 Purposes of Reflection
Cattley (2007) stated that reflection is a valuable tool for professional
improvement of student teachers. As McDonald (2004) pointed out, the
importance of reflection is not for the mentors to demonstrate and explain how
practice should be carried out, but for the student teachers to be given the
opportunity for self-analysis and reflection in connection with their own
teaching. As a result, reflection encourages student teachers to take risks and
be able to express their own actions. Supporting this point, Schon (1983)
revealed that novice practitioners are encouraged to question, criticize, and
reformulate assumptions about the nature of their work and such rationality
comes from deep understanding of the nature, purpose and condition of
teaching as professional work.
The importance of reflective teaching in student teachers' practice has

been highlighted by some researchers such as Akbari (2007), Killen (2007),
Al-issa and Al-bulushi (2010), and Taole (2012). Specifically, Akbari (2007)
indicated that student teachers can recall their gained knowledge and based on
different practised situations, could make informed choices thanks to reflective
teaching. Similarly, as illustrated by Killen (2007), reflection helps student-

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teachers to be contributors to educational knowledge in which they can
“develop insight that will help them and their colleagues to better understand
teaching and learning (p.2)”. In the same vein, Taole (2012) points out that the
student teachers can contribute to the body of knowledge as they reflect on
their teaching practice, assist one another through collaboration among them,
and enable them to participate in their own teaching development.
Valli (1997, as cited in Brandt, 2008, p. 86) concludes,
If left unsocialized, individual reflection can close in on itself, producing
detached, idiosyncratic teachers. Because reflection is not an end in itself, but
for the purpose of action, communal dialogue is essential. Many different
voices are necessary.

From the above definition, we can understand that reflection is not only
a tool for student teachers to show their knowledge but also the way to reflect
themselves toward teaching practicum before being real teachers.
In summary, the main purpose of reflection is to help student teachers
develop their deeper understandings for a better practicum in the future.
2.2.2.3 Forms of reflection
2.2.2.3.1 Reflections on teaching observations
Wajnryb (1992) claimed that observation is the process of observing
and recording events in the school environment and classroom teaching

learning process. As Richards (1998) depicted observation as a practice that
needs to go beyond a mere diagnosis; the data we gather from looking at
teaching practices in classrooms can increase our comprehension of the
reasons which cause our decisions and actions. Therefore, it can be said that
observation is viewed as one of the most important practices to help future
teachers learn. To illustrate this point, studies conducted by Price (2001) and
Quintero (2003) revealed that observation provides student teachers with tools
to explore their teaching and a context necessarily leads to a broader
understanding of who they are as teachers. Furthermore, as Cárdenas and
Faustino (2003) emphasized in their studies, through observation “students
became aware of aspects of classroom life that they had not noticed before

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such as their own reactions towards activities, procedures and interactions”
(p.36). Similarly, Gervais and Correa (2004) have also incorporated
observation as a pillar in student teachers‟ reflective practice.
In other words, observation is a powerful tool which gives learners an
opportunity to collect information as well as gains insight in the classroom.
Thanks to observation, the trainees can develop their own teaching practice
and draw much experience about the problems related to the classroom. As
suggested by Wajnryb (1992), for the purpose of continual learning and
explanation, classroom observation has significant a role. More importantly, as
Gaies (1991, p. 14, cited in Richards & Farrell, 2011, p. 92) mentioned, “What
we see, when we observe teachers and learners in action, is not the mechanical
application of methods and techniques, but rather a reflection of how teachers
have interpreted these things”.
2.2.2.3.2 Reflections on teaching practicum
According to Russell (2006), teaching practicum is a beneficial aspect

to encourage reflection of student teachers what they got from their school
observation and interaction of the class room settings. Glazier (2009) showed
that practicum is intended to help student teachers begin to understand the
perplexing experiences of teacher practice, developing complex professional
knowledge to become successful teachers. During practicum, student teachers
observe other teachers‟ classes, prepare lesson plans with the help of the
supervisors and are often observed by other teachers as well as peer teachers.
In addition, student teachers are encouraged to consult with school and
university colleagues, experiment with ideas and theories studied in university
(Sim, 2006) and reflect on their practice experiences (Lucas, 1999, cited in
Mylesm, Cheng, and Wang 2006). Although practicum often focus on
technical skills such as classroom management and effective instruction (Field
& Latta 2001), rather than encouraging student teachers to reflect deeply on
their professional values, identities and practice, student teachers and their
mentors consistently regard highly the value of school placements (practicum)
to teacher education (Segall, 2002, cited in Schulz and Mandzuk 2005). As

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