Reflective practices of preservice teachers in a listening skill course in an ELT department

Abstract

This study explores both the types of reflection in the reflective journals written by 62 preservice teachers of an English Language Teaching Department of a University in Turkey and their opinions on their engagement with reflective journal writing. The findings of the present study indicate that the preservice teachers developed a positive attitude toward journal writing and using it in their future teaching but in their journal entries they failed to include dialogic or critical reflection. Explicit instruction and collaborative engagement with dialogic writing may contribute to enhancement of more dialogic and critical thinking. © 2009.