This study explores how the shared reflections of two university instructors influenced their approaches and perspectives of English language teaching. The primary source of data was derived from the two teachers’ e-mail mediated, collaborative reflective journals and two dialogical interviews served as a secondary data source. A qualitative, narrative inquiry approach was employed to gather data in a direct and in-depth way. The data were selectively coded to investigate the teacher’s reported beliefs, behaviors, and interactions as well as how they relate to the process of professional development. The findings indicate that the process of sharing and reflecting upon their pedagogical philosophy and strategies supported their ongoing efforts to develop professionally. Moreover, this study addresses the notion that more attention should be paid towards improving reflective teaching among teachers as a means of enhancing professional development.

One of major education process flaws in the Lembaga Pendidikan Tenaga Kependidikan (LPTK) or Teacher Training Institute in Indonesia is portrayed in the implementation of the Program Pengalaman Lapangan (PPL) or Apprentice Program that has not optimally developed candidate’s proficiency to be competent teachers. Therefore, this research is intended to construct a teaching and learning model of practical teaching that can improve pedagogical competence as the ultimate goal to be achieved by future teacher candidates. The main subjects of this study were undergraduate students of the Elementary School Teacher Education program conducting their PPL in Indonesia University of Education and Lampung University. Based on the analysis of Wilcoxon Signed Rank Test, on the level of significance of 95% (α = 0,05), the model produced from the research and development process and called theModel Pembelajaran Praktik Mengajar Reflektif (MP2MR) was verified to help improve students competence based on the following benefits,(a) teaching and learning and evaluation designs focused on standardized achievements (b) individual and contextual implementation of problem-solving based process of teaching and learning, and (c) priority to intrinsic evaluation.

본 연구는 경기도 G교육청 주관 수업 컨설팅 과정을 성찰적 수업(reflective teaching) 컨설팅 과정을 문화기술지 방법으로 드러낸 연구로서 컨설팅에 참가한 영어교사의 갈등과 고민, 그리고 좋은 수업을 만들어가는 영어수업컨설팅 과정을 묘사한 성찰적 영어수업컨설팅 사례연구이다. 연구의 목적은 성찰적 영어수업 컨설팅 과정을 통해 교사들의 수업전문성 신장 가능성을 조명해 보기 위한 것이다. 연구에 참여한 5명의 초등영어교사는 컨설팅 과정에서 자신의 수업 관심영역의 전문성 확보를 위해 다양한 경로의 교수법을 탐구하고 좋은 수업 만들기에 대한 고민을 성찰적 수업컨설팅 과정에서 보여주고 있다. 성찰적 영어수업 컨설팅 과정을 분석한 결과 시사점은 다음과 같다. 첫째, 성찰적 수업컨설팅을 전문적으로 운영할 수 있는 인적 물적 환경조성의 필요성, 둘째, 수업컨설팅 의뢰자의 요구를 반영 할 수 있는 전문적 컨설턴트 확보. 셋째, 다양한 컨설팅 사례를 나눌 수 있는 계속적인 컨설팅 사례연구 공유. 넷째 동료코칭 등 자발적인 컨설팅 참여와 이를 지원하는 전문적인 학습공동체 문화 구축 등이다.

The purpose of the study was to explore the reflective process of pre-service English teachers by analyzing critical incidents entered in their teaching journals during a fourweek student teaching practicum. Thirty-three student teachers were asked to report critical incidents in their journals once a week, especially focusing on „lesson breakdowns‟ or „events that deserve critical significance‟ during a lesson. 133 journal entries were collected and a total of 104 critical incidents were analyzed to see some aspect of secondary classroom teaching and the reflective processes that student teachers went through right after the incidents. From the content analysis, it was found that many critical incidents happened during the initial stage of lesson and were mostly caused by student teachers‟ lack of experiences in either time management or material preparation tailored to students‟ level. By describing and analyzing critical incidents, student teachers became more aware of their assumptions about language teaching and learning and tried to transfer knowledge into real practices. A survey administered after the practicum also revealed that self-observation of critical incidents in their own classroom helped them to generate powerful insights about teaching and to develop reflective teachers.

The purpose of the study was to explore the role of journal as a way to encourage pre-service teachers to reflect on their own learning experiences and to determine the extent of reflection through journal writing. Journals were kept by pre-service English teachers during a teacher preparation course where the focus was on the understanding of second language acquisition. Sixteen participants were juniors in an undergraduate teacher development program in a university in Korea. The journal entries the trainees kept were analyzed through content analysis method in relation to the dual role as learners and prospective teachers. Within this research framework, it was found that the pre-service English teachers reflected internally on their English learning experiences and could connect the concepts and abstract ideas to their personal experience of learning English. Also, pre-service teachers were able to display their reflective capabilities through the exercise of journal writing in spite of their limited L2 writing skills. From the findings it is suggested that journals can be used as a valuable tool for the teachers-in-preparation, both in developing reflective teachers and in generating powerful insights which later would influence their own classroom behavior and motivation as a teacher.

This study attempted to explore the possibility, potential and difficulties of reflective teaching through keeping teaching journals. The focus of reflection was also examined. Six primary English teachers wrote teaching journals throughout one semester. And they were interviewed regarding keeping teaching journals at the end of the semester. Then the contents of teachers’ journals and interviews were analyzed. The analysis of teachers’ journals shows that their reflection included teachers’ beliefs about teaching and learning, their decision making process on the use of learning activities, the problems of learner differences in English ability, the effects of learning activities, the structure of lessons, their role as a fully charged English teacher, the use of classroom English, and the concern about the improvement of students’ talk. The data analysis also reveals that the teachers considered journal writing as an opportunity to reflect and improve their teaching, thus being a means for professional development as an English teacher. However, the lack of time and not being familiar with keeping teaching journals were perceived difficulties in keeping teaching journals. Further, it was pointed out that the follow-up activities such as collaboration and discussion with other teachers or teacher educators were needed for journal writing to be a more beneficial tool for teachers’ professional development.