The Need for Introducing Reflective Teaching at Aden University: English Language Teacher Preparation Program

Abstract

Reflection improves teaching skills and enhances students' learning. This research
used a questionnaire to investigate which types of self-reflection tools (formal and informal)
student teachers used during their practice teaching in schools. The questionnaire was
distributed to 40 graduates of Aden University, Colleges of Education (Aden and Saber), and
English Department. It was found that the majority of the student teachers had relied mostly on
informal means of reflection viz. chatting with students, sharing and discussing with colleagues.
The majority of the student teachers stated they had not received any training in using teaching
journals, lesson reports, survey and questionnaires, audio and video recordings, observation,
and action research. In spite of that, it was found that most of the student teachers did use one or
more of these tools during their practice teaching. In light of these findings, the following
research recommends that for prospective teachers to fully and appropriately utilize the different
self-reflection tools and develop professionally, a course on self-reflection needs to be
introduced in the teacher preparation program at the Colleges of Education (Aden and Saber).