An examination of the reflective practice of pre-service English teachers at the Autonomous University of Quintana Roo during their teaching practices.

Abstract

In the educational field, teacher reflection on their own practice is essential for improving their performance, as it allows them to think critically about their classroom work and make informed decisions. However, despite its importance, this practice seems to have been neglected in teacher training, due to obstacles such as a lack of time and insufficient institutional and personal motivation to engage in the process. This research examined how reflection is promoted among pre-service English teachers. The results indicated that reflection was addressed superficially, and that students require support to develop this habit. It was also observed that some students perceive reflection as just another task rather than a valuable process.