The Phenomenon of Pre-Service Teachers’ Reflective Writing: A Literature Review

Abstract

Multiple approaches, strategies, and experiments have been used in studies to determine the quality of reflective practice in teacher education. It includes research on both general education and TEFL pre-service teachers. Most of these studies focus around the testing and development of tools for the practice of reflection, as well as testing and developing the assessment of reflective practice. Furthermore, by analyzing studies on the forms, features, and evaluative aspects of reflective writing, this literature review paper attempts to go deeply into the area of reflexivity and personal reflection. The research analyzed in this paper should have established the study's position and goals in terms of the style of reflective writing and theoretical approaches to assessment and appraisal attitude. It has stated its role in enhancing students' learning and identity, as well as the importance of affective meanings in this category. Nonetheless, research on this component of reflective writing and how students' perspective and identity are shaped appears to be restricted, suggesting a lack of decent knowledge. Examining the various techniques to evaluation and conducting research on writer position in student teachers' discourse highlighted the necessity to create a framework based on an attitude appraisal system.