This paper discusses the effects of writing sequential reflections on graduate Teaching English as a Foreign Language (TEFL) students’ instructional planning. The improvement of lesson plans including objectives, perceived teachers’ roles, accommodations for diverse learners, and other components are illustrated. The authorr conducted the study on the basis of a teacher as researcher who inspired her graduate students that they possessed their internal power as learners and self-efficacy educational agents. Her research study will also uncover how Thai graduate students perceived “reflection” that is new to the Thai educational context and cultural norms. The findings indicated that Thai graduate students gradually immersed themselves in the reflective practice, starting from getting confused to having a number of concerns and taking reflection into consideration respectively. Although the study lacks generalizablity, the findings could shed light on an alternative for professional development in education in Thailand.
|Keywords:||Reflection, Instructional Planning|
Lecturer and Faculty Member in the Graduate School, Department of Western Languages, Faculty of Humanities, Srinakharinwirot University, Bangkok, Thailand
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