The Development of Pre-service English Teachers’ Ability of Teaching Reflection

Abstract

During the practicum period, pre-service English teachers are assigned to different schools in groups. Peers provide various ways to help pre-service English teachers in the process of practicum and promote pre-service English teachers’ professional development and reflection level. This study aimed to explore the pre-service English teachers’ reflective ability after the practicum and how peer assistance affects pre-service English teachers’ reflective competence during the practicum.  It is found that pre-service English teachers’ reflective ability is generally in the middle and low level, with a higher level in meta-cognitive and practical, and lower in cognitive, emotional and critical levels. After the internship, pre-service English teachers have improved in practice, cognitive, meta-cognitive and emotional levels.