Open AccessExploring the reflective typology of novice EFL teachers in a Thai university
Author(s) -
Thidaporn Jumpakate,
Jeffrey Dawala Wilang,
Corsica Kong
Publication year - 2021
Publication title -
international journal of evaluation and research in education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.199
H-Index - 6
eISSN - 2620-5440
pISSN - 2252-8822
DOI - 10.11591/ijere.v10i2.21122
Subject(s) - span (engineering) , psychology , context (archaeology) , engineering , geography , structural engineering , archaeology
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 .