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

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 teacher ’ s 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 teachers ’ reflective acts to further their professional development .