Exploring the reflective typology of novice EFL teachers in a Thai university

Thidaporn Jumpakate, Jeffrey Dawala Wilang, Corsica Kong

Abstract


This paper presents the reflective typology elicited from the three data sets of reflective writings written by novice teachers in Thailand's university context. As part of an action research study to improve a novice teachers professional development, two teachers volunteered to write reflections for a semester of their assigned courses. Three data sets of reflective writings were submitted at the end of a 16-week semester. Due to our desire to provide a more meaningful interpretation of the reflective writings, grounded theory was used, resulting in two emerging themes-descriptive code, which refers to the description of a specific event in the classroom, and reflective code, which include acts in the classroom where the teacher considered an option and reflected on it. In the typology derived from our study, reflections on teaching, students, and self are common among three data sets. Moreover, the instructional act is a common specific code in both descriptive and reflective codes. The typology can be used to investigate novice teachersreflective acts to further their professional development.

Keywords


Novice teacher; Professional development; Reflective typology; Reflective writing

Full Text:

PDF


DOI: http://doi.org/10.11591/ijere.v10i2.21122

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Institute of Advanced Engineering and Science

International Journal of Evaluation and Research in Education (IJERE)
p-ISSN: 2252-8822, e-ISSN: 2620-5440

View IJERE Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.