Reflection from the perspective of new reflectors: investigating what teacher learners find valuable in a reflective task

This paper aims to understand the experience of reflective activity from perspective Teacher Learners (TLs) encountering ideas for first time. By identifying elements a pedagogic task they found most valuable and plausible, study seeks provide insights improve educators’ presentation ideas. It investigates experiences 20 language teachers writing reflections on classroom teaching during programme formal instruction. Writers’ decisions are examined intensively identify which phases/elements an idealized cycle chose extend while engaged in task. commentaries their writing, collected after period instruction, were also analysed discover plausible beyond utility course. The that writers looking back at accounts tended locate value practical, ‘descriptive’ sections rather than those linking academic theory, or more ‘critical’ modes reflection. Nevertheless, interviewee responses indicated many had nuanced sense such higher-level reflection might have outside circumstances programme. finally offers practical suggestions respond these findings.