This paper reports the results of a qualitative research study designed to examine the effects of guided written and oral reflections for developing reflective thinking skills among Arab-Muslim female student teachers in an English as a Foreign Language (EFL) teacher education program in Israel. Guidance was provided in the framework of a one-year practicum. Besides employing some qualitative research methods such as observations and conducting interviews, a pre-post questionnaire to examine changes in the participants’ perceptions of reflective skills was administered. The results indicate some improvement in the students’ reflective abilities. However, a more structured practice teaching program, time and ample opportunities for practice and reflection are needed to help Arab Muslim student teachers further develop their reflective abilities.

Keywords: Developing reflective skills, EFL, Guided reflections, Student Teachers

Article Review Status: Published

Pages: 1-14 (Download PDF)

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