Pre-Service EFL Teachers’ Noticing in Practicum Through Joint Reflection in the Turkish Context

Kırmızı Ö., IRGATOĞLU A., Bayındır Özkan F. Y.

SAGE Open, vol.15, no.2, 2025 (SSCI, Scopus) identifier

  • Publication Type: Article / Article
  • Volume: 15 Issue: 2
  • Publication Date: 2025
  • Doi Number: 10.1177/21582440251342337
  • Journal Name: SAGE Open
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ERIC (Education Resources Information Center), Directory of Open Access Journals
  • Keywords: EFL teacher noticing, joint reflection, pedagogical content knowledge, peer mentoring, practicum
  • Ankara Haci Bayram Veli University Affiliated: Yes

Abstract

The present study was undertaken to analyze pre-service EFL teachers’ (PSTs) noticing during the practicum process over 14 weeks. In total, 26 PSTs took part in the present study. Data were collected through joint reflection sessions (JRSs). For JRS, PSTs met in their group every week after their practicum days and discussed what they noticed on that day. Basically, the study attempts to explore what salient or noteworthy classroom situation PSTs notice in their practicum as they are observing and whether they could the specifics of classroom situations and the broader principles of teaching and learning they represent. To problematize these, we used Pedagogical Content Knowledge framework. The results indicated that the PSTs mainly focused on communication, environment, and management categories. The study also showed that the PSTs mainly dealt with the order in the teaching process, with relatively superficial noticing regarding content.