Self-Evaluation as a Form of Reflective Practice in the Practicum
Self-Evaluation as a Form of Reflective Practice in the Practicum

Summary/Abstract: This research aims to explore the content of the reflection that preservice EFL teachers are engaged in their self-evaluation reports during the practicum process at a public university teacher education program. So far, most reflection research in teacher education has concentrated on the levels of reflection pre-service teachers are involved in. Against this backdrop, we analyzed self-evaluation reports that the participant teachers wrote after three teaching tasks in the practicum. In general, the findings suggest that the pre-service EFL teachers reflected mostly on the instructional processes. The other areas they considered in their selfevaluations were learner motivation and engagement, their self as a teacher and classroom management. The findings also demonstrate that there is a change in the focus regarding the self as a teacher during the practicum. We conclude that examining the content of reflection has the potential to guide and inform practicum regarding the areas to reflect on through various tasks.

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