The Phenomenon of Pre-Service Teachers’ Reflective Writing: A Literature Review

Authors

  • Nur Rizky Alfiany Suaib English Language Education Study Program, Universitas Muhammadiyah Kendari

DOI:

https://doi.org/10.51454/jet.v2i2.177

Keywords:

pre-service teacher, reflective practice, reflective writing

Abstract

Multiple approaches, strategies, and experiments have been used in studies to determine the quality of reflective practice in teacher education. It includes research on both general education and TEFL pre-service teachers. Most of these studies focus around the testing and development of tools for the practice of reflection, as well as testing and developing the assessment of reflective practice. Furthermore, by analyzing studies on the forms, features, and evaluative aspects of reflective writing, this literature review paper attempts to go deeply into the area of reflexivity and personal reflection. The research analyzed in this paper should have established the study's position and goals in terms of the style of reflective writing and theoretical approaches to assessment and appraisal attitude. It has stated its role in enhancing students' learning and identity, as well as the importance of affective meanings in this category. Nonetheless, research on this component of reflective writing and how students' perspective and identity are shaped appears to be restricted, suggesting a lack of decent knowledge. Examining the various techniques to evaluation and conducting research on writer position in student teachers' discourse highlighted the necessity to create a framework based on an attitude appraisal system.

Downloads

Download data is not yet available.

References

Astika, G. (2014). Reflective Teaching As Alternative Assessment in Teacher Education: a Case Study of Pre-Service Teachers. TEFLIN Journal: A Publication on the Teaching and Learning of English, 25(1), 16–32. https://doi.org/10.15639/teflinjournal.v25i1/16-32

Balgopal, M. M., & Montplaisir, L. M. (2011). Meaning making: What reflective essays reveal about biology students’ conceptions about natural selection. Instructional Science, 39(2), 137–169. https://doi.org/10.1007/s11251-009-9120-y

Barton, L. E. (1993). Evidentials, argumentation, and epistemological stance. College English, 55, 745–769.

Boud, D; Keogh, R.; Walker, D. (1985). Reflection: turning experience into learning (D. Boud, D; Keogh, R.; Walker (ed.)). Routledge Falmer.

Cohen-Sayag, E., & Fischl, D. (2012). Reflective writing in pre-service teachers’ teaching: What does it promote? Australian Journal of Teacher Education, 37(10). https://doi.org/10.14221/ajte.2012v37n10.1

Gardner, S., & Nesi, H. (2013). A classification of genre families in university student writing. Applied Linguistics, 34(1), 25–52. https://doi.org/10.1093/applin/ams024

Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33–49. https://doi.org/10.1016/0742-051X(94)00012-U

Hood, S. (2004). Managing attitude in undergraduate academic writing: a focus on the introduction to research reports. In J. L. Ravelli & R. A. Ellis (Eds.), Analysing Academic Writing: Contextualised Frameworks (pp. 24–44). Continuum International Publishing Group.

Howe, A., Barrett, A., & Leinster, S. (2009). How medical students demonstrate their professionalism when reflecting on experience. Medical Education, 43(10), 942–951. https://doi.org/10.1111/j.1365-2923.2009.03456.x

Hyland, K. (2002). Directives: Argument and Engagement in Academic Writing. Applied Linguistics, 23(2), 215-239+280. https://doi.org/10.1093/applin/23.2.215

Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73–85. https://doi.org/10.1016/S0742-051X(01)00051-8

Lee, H. S. (2008). The use of interpersonal resources in argumentative/persuasive essays. VDM Publishing.

Lee, H. S. (2010). Command strategies for balancing respect and authority in in undergraduate expository essays. Journal of English for Academic Purposes, 9, 61–75.

Mei, S. W. (2007). The use of engagement resources in high- and low-rated undergraduate geography essays. Journal of English for Academic Purposes, 6, 254–271.

Mena-Marcos, J., García-Rodríguez, M. L., & Tillema, H. (2013). Student teacher reflective writing: What does it reveal? European Journal of Teacher Education, 36(2), 147–163. https://doi.org/10.1080/02619768.2012.713933

Moon, J. A. (2004). A handbook of reflective and experiential learning: theory and practice. Routledge Falmer.

Nesi, H., & Gardner, S. (2012). Genre across the Disciplines: Student writing in higher education. Cambridge University Press.

Ngongo, M. (2017). Systemic analysis of text appraisal on students’ theses writing in English. Journal of Scientific Research and Studies, 4(4), 67–72. https://doi.org/10.7765/9781847791948.00012

Nurfaidah, S., Lengkanawati, N. S., & Sukyadi, D. (2017). Indonesian journal of applied linguistics. Indonesian Journal of Applied Linguistics, 6(1), 135–144. http://ejournal.upi.edu/index.php/IJAL/article/view/2745/1878

Poldner, E., Van der Schaaf, M., Simons, P. R. J., Van Tartwijk, J., & Wijngaards, G. (2014). Assessing student teachers’ reflective writing through quantitative content analysis. European Journal of Teacher Education, 37(3), 348–373. https://doi.org/10.1080/02619768.2014.892479

Reidsema, C., & Mort, P. (2009). Assessing reflective writing : Analysis of reflective writing in an engineering design course. Appraisal, 3(2), 117–129.

Richards, J.C.; Lockhart, C. (1996). Reflective teaching in second language classroom. Cambridge University Press.

Ryan, M. (2011). Improving reflective writing in higher education: A social semiotic perspective. Teaching in Higher Education, 16(1), 99–111. https://doi.org/10.1080/13562517.2010.507311

Smith, E. (2011). Teaching critical reflection. Teaching in Higher Education, 16(2), 211–223. https://doi.org/10.1080/13562517.2010.515022

Wagner, K. (2006). Benefits of reflective practice. Leadership, 36(2), 30–32.

Wang, M. (2017). A Study on College English Majors’ Writings from the Perspective of Appraisal Theory. Theory and Practice in Language Studies, 7(1), 65. https://doi.org/10.17507/tpls.0701.08

Wharton, S. (2012). Presenting a united front: Assessed reflective writing on a group experience. Reflective Practice, 13(4), 489–501. https://doi.org/10.1080/14623943.2012.670622

Wickens, P., & Spiro, J. (2010). Reflecting on reflection: identity and discourse on a reflective professional development module. The 43rd Annual BAAL Conference 9–11 September 2010.

Yesilbursa, A. (2011). Reflection at the interface of theory and practice: An analysis of pre-service english language teachers’ written reflections. Australian Journal of Teacher Education, 36(3). https://doi.org/10.14221/ajte.2011v36n5.2

Yuliana, D., & Gandana, I. S. S. (2018). Writers’ voice and engagement strategies in students’ analytical exposition texts. Indonesian Journal of Applied Linguistics, 7(3), 613–620. https://doi.org/10.17509/ijal.v7i3.9812

Zimmet, G., Roznau, S., & Verner, S. (1999). Activity diary as a tool for development and evaluation of professional reflective thinking. In M. Birenboim (Ed.), Informed Evaluation (pp. 289–315). Ramot Press.

Downloads

Published

2022-06-20

How to Cite

Rizky Alfiany Suaib, N. (2022). The Phenomenon of Pre-Service Teachers’ Reflective Writing: A Literature Review. Journal of Education and Teaching (JET), 2(2), 178-190. https://doi.org/10.51454/jet.v2i2.177