This paper aims to present the models of reflection of five Thai doctoral students reflecting upon issues and practices in EFL pedagogy. The author conducted this research to uncover how all five participants generated their thoughts and how they reflected upon teaching English as a foreign language while taking a course: Seminar in Language Pedagogy. The case study research method and interpretive research used in this study revealed that reflections were ongoing processes that shared the schemes of Perry’s cognitive development and Danielson’s levels of reflective thinking. Also, the participants’ roles and status in the workplaces as well as how they viewed the word “reflection” influenced their reflective thinking.
Lecturer and Program Chair, Department of Western Languages, Faculty of Humanities, Thai TESOL, Srinakharinwirot University, Huay-kwang, Bangkok, Thailand
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