THE EFFECT OF REFLECTIVE TEACHING ON PRE-SERVICE TEACHERS’ LEARNING AND TEACHING DEVELOPMENT IN A LEARNER-CENTERED SITUATION

This study is a detailed examination of reflection in pre-service teacher education. It focuses on the process of the promotion of reflective thinking in teacher education. Within this process, it considers pre-service teachers’ perceptions on becoming reflective and their focus of attention throughout their practicum. This is a case study that was conducted in the form of an action research in qualitative research paradigm. The participants were 30 pre-service teachers in an undergraduate teacher education program of English language at Qaemshahr Islamic Azad University, Iran. Data collection consisted of reflective interviews, assignment microteaching, questionnaires and observations. The study revealed that there was a developmental process in pre-service teachers’ reflectivity in this course. Towards the end of the course, they incorporated their theoretical background and considered contextual factors in reflecting on their experiences