Thực hành phản tư trong đào tạo giáo viên: Nhận thức, khó khăn và giải pháp hỗ trợ cho sinh viên sư phạm Tiếng Anh

Tóm tắt

In response to the need for educational innovation and professional development for future teachers, reflection is becoming a core competency that needs to be emphasized in teacher training in general and in English teacher training in particular. This study investigated the perceptions, challenges, and support needs of pre-service English teacher training students in Hanoi regarding reflective practice through quantitative surveys and semistructured interviews. The findings indicate that, although all participants acknowledged the importance of reflective practice, more than half had never heard of the concept before. Most students practiced post-action reflection rather than in-action reflection, mainly due to lack of confidence and lack of necessary skills. The main barriers identified included: limited time, inadequate guidance, and unclear methods for reflective practice. The study recommends the implementation of a structured reflection framework, mentor guidance, and video-based self-assessment to enhance the effectiveness of reflective practice in teacher education programs. The study can be viewed as a useful reference for teacher education colleges in
designing reflective activities that are appropriate to the needs and capabilities of students.