Reflective Practice Experience of an EFL Student Teacher during Practicum

Abstract

This qualitative single case study focuses on the reflective practice experience of a university student teacher while doing her practicum at a secondary school in an EFL teaching context in Yemen. It addresses the steps and strategies followed by the student teacher to examine her teaching practice for professional development. The data were mainly collected from interviews with the student teacher and her supervisors during practicum. The results revealed that the student teacher made some attempts to examine her teaching practice, especially parts she faced difficulty in. Also, the findings showed a limited guidance from the supervisors to encourage the student teacher to reflect on her teaching practice. Based on the findings, it is suggested that EFL student teachers should be first trained to systematically reflect on their teaching practice during their preparation stage and then encouraged and engaged in reflective practice during practicum to enhance their reflective practice experience.