Keywords
pre-service teacher education
EFL
reflective approach
professional competence
teacher identity.
How to Cite
Abstract
This study examines the implementation of reflective journals in pre-service English teacher education as a pedagogical approach to enhance professional competence, critical awareness, and reflective thinking. The research is grounded in a four-stage framework that applies distinct reflection models at each academic level: 3R+ and Rolfe (Year 1), Gibbs and ALACT (Year 2), Kolb and Farrell (Year 3), and Schön and Korthagen (Year 4). These models collectively aim to foster self-analysis, connect theory with practice, and strengthen professional identity. The findings demonstrate that reflective journals promote metacognitive engagement, self-assessment, and autonomous professional growth. Integrating systematic reflection into teacher preparation transforms the process from knowledge acquisition to continuous professional development, nurturing adaptive and reflective English language teachers capable of lifelong learning.References
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