ENGLISH LANGUAGE USE IN ACADEMIC AND WORKPLACE CONTEXTS (Pages 26-32) by Ms. J. Al Muzzamil Fareen in THE INTERNATIONAL RESEARCH SPECIALIST / ISSN: 2350-1499 (Online); 2350-0751 (Print)

This paper highlights the importance of reflective teaching as tool to empower student teachers with professional experience. Investigator implemented the reflective teaching during the practice teaching session on eight English method student teachers. Investigator gave brief orientation about the reflective teaching, after which they were allotted to different schools. Student teachers were paired to use the reflective teaching in schools. Four students were given eighth standard prose lesson and four students were given ninth standard prose lesson. They were asked to teach about six periods, before going to class, they have to write lesson plans, which were corrected by the teacher educator. After the completion of the session data obtained with help of peer observation, teacher observation, feedback, self-report and interview and analyzed qualitatively. Analysis of the data reveals that reflective teaching provided a structured approach that enables them to add ideas and details to their practice. It provided more detailed information on student teacher performance during the session. It also reveals information about the difficulties in teaching and how to overcome and to anticipate solution to those problems. This in reciprocate helps them to empower with necessary inputs. Key Words Reflective Teaching, Practice, Empowerment, student teacher, Professional experience