Abstract:
In recent years, reflective practice has come to be in the centre of the educational zeitgeist. Yet, its perception and application by educators is a phenomenon worthy of exploration. This study aims to uncover the idiosyncrasies regarding English as a Medium of Instruction (EMI) teacher educators' understanding of reflective practice, and their roles in nurturing reflective practitioners. Eight EIM teacher educators were participants in this study. To come to grips with this social reality (educators’ perception of RP), qualitative data were generated via semi-structured interviews, observations, and institutional document analysis. Data were analysed within the interpretive paradigm to form a narrative that helped capture responses to the research questions. The themes emerged (Self-awareness, Conceptual Understanding, Scaffolding, and Topical Pedagogies) showed that participants revealed understandings of reflective practice and of their roles that was relevant to literature and were indicative of teacher educators’ propensities to help prepare prospective reflective school teachers. The study recommends that: reflection should span other layers such as myco and micro levels; enhancement of heutagogy through providing more time, space and effective structure; and more emphasis on critical reflection that does not confine itself solely to the mico context. Further research is suggested into the application of reflective practice through a longitudinal study to provide more in-depth insight into reflection with regards to its developmental process in student teachers.
