Abstract
From quantitative perspective, the present study examines 4th grade English Language Teaching (ELT) pre-service teachers’ teacher reflection both at the beginnings of practicum and through the end of it considering sex and type of instruction as variables. Moreover, it is illustrated that if any change happens during the practicum by comparing two measures. From qualitative perspective, pre-service teachers’ definitions of reflective teaching and teacher, their experiences during practicum and their thoughts are explored phenomenologically. Results of the study present that pre-service teachers in ELT department have high teacher reflection both at the beginnings and through the ends of practicum. However, what conflicts with the expected improvement and dynamism of the process is that any change is not observed between these two measures. This may be due to the nature of schools and classrooms pre-service teachers attend in the practicum, and their being in the status of pre-service teachers.
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