Reflective experiences of Post Graduate Certificate in Education students during teaching practice

Reflective teaching has become a focus of interest and a powerful movement in teacher education. The complexity of teaching requires teachers to question their practices for their own professional development in order to improve and to increase learner performance. This article aims at investigating student teachers ’ reflective experiences during teaching practice period. A qualitative inquiry was used in the study. Eight student teachers enrolled for a language teaching module in a one year Post Graduate Certificate in Education (PGCE) initial teacher education programme for intermediate phase was randomly selected to participate in the study. Data were obtained through interviews. It became clear from the data that reflective teaching is a challenge to student teachers, as a results they could not acknowledge their shortcomings in their classroom performance. In addition, participants reflected on teaching methods and teaching media and believe that these could enhance learning and teaching. It is also the view of participants that collaboration among colleagues and a positive attitude could enhance teachers’ reflective practices