Attitudes towards Pedagogical Reflection among a Group of Pre-Service English Teachers

Abstract

Reflective practice is an essential component of teacher training programs. Moreover, the experience of reflection in pedagogy students led to a deeper understanding of their teaching practices and increased confidence in their teaching skills. This article aimed to determine pre-service English teachers' attitudes towards reflective practice, focusing on their cognitive, affective, and behavioral components. The population of the study was 88 pre-service English pedagogy students, and the study used a quantitative methodology. A validated questionnaire was used to gather the data and treat it statistically. The results show that all participants had a favorable attitude toward the reflective practice, though there are significant differences among each group of participants. It is concluded that attitude towards reflection increases as students gain sufficient experience and knowledge conducting pedagogical reflection practices. The findings suggest the need for a framework to improve attitude components in the English pre-service program and to focus on reflective practice in the early stages of teaching practice to motivate and induce pedagogical reflection from the beginning of the program. This study might be beneficial for tertiary education to foster a positive reflective attitude towards reflection.