Farrell & Macapinlac 1

Thomas S.C. Farrell Brock University

2021

Structured summary

Snapshot

The study explores the holistic reflections of two novice EFL teachers
using Farrell's framework for reflecting on practice, which focuses
on the intellectual, cognitive, and metacognitive aspects of practice,
as well as the spiritual, moral, and emotional non-cognitive aspects
of reflection.

Key findings
 The study reveals that the connections between the teachers' reflections on the hidden
aspects of teaching (philosophy, principles, and theory) remained consistent with what
was observed in their practices, and the connections that emerged between their
reflections were grouped into two main categories: the acknowledgement of teacher
roles, and the importance of their students' success.
 The study found that when TESOL teachers were encouraged to reflect on their
philosophy, principles, theory, and practice, they were able to develop a deeper
understanding of their teaching practices and become more self-aware. The study also
found that reflective practice can help teachers to re-evaluate their assumptions, values,
and beliefs about teaching and learning English as a second language.
 The study reveals that both teachers' reflections on their experiences and principles are
closely interconnected with their actual teaching practices, and they strive to apply the
qualities they admire from past role model teachers. The teachers also acknowledge the
importance of institutional expectations and student needs in shaping their teaching
approaches.
 The key findings of the study include the importance of reflection in the development of
novice teachers, the challenges faced by foreign teachers in a Korean school, and the
need for more communication and support between Korean and foreign co-teachers.

Objectives
The study aims to examine the teachers' reflections on their principles of practice, including
their qualities, institution and job expectations, and educationally based principles. The
objective is to understand how these reflections inform their teaching practices and
professional development.

Methods
The study employed a qualitative research approach to gain further insight into the effects
of reflective practice on novice teacher experiences.

The study employed a qualitative research approach, using a case study design. The data
collection methods included written reflection tasks, semi-structured interviews, and audio
recordings of the teachers' classes.

The study employs a qualitative approach, using open, axial, and selective coding to analyze
the data. Data triangulation is also used to confirm the presence of the same data patterns
from varying sources.

The methods used in the study include audio-recording and transcribing the teachers'
classroom practices, conducting interviews with the teachers, and analyzing the data using
a framework for reflecting on practice.

Results
The study found that the teachers' reflections on their philosophy, principles, theory,
practice, and critical reflection revealed a holistic understanding of their teaching practices,
and that they were able to make connections between their reflections and their teaching
experiences.

The results of the study showed that the two novice EFL teachers were able to develop a
deeper understanding of their teaching practices and become more self-aware through the
use of Farrell's framework for reflecting on practice. The study found that the teachers were
able to reflect on their philosophy, principles, theory, and practice, and to identify areas for
improvement.

The study reveals that the teachers' reflections on their principles of practice fall into three
categories: qualities they believe teachers should possess, institution and job expectations,
and educationally based principles. The teachers also acknowledge the importance of
autonomy in deciding which teaching approach would benefit their students most.

The results of the study show that the teachers' reflections on their teaching practices are
influenced by their personal and professional experiences, and that they face challenges in
their roles as foreign teachers in a Korean school.

Conclusions
The study concludes that a holistic approach to reflective practice can help TESOL teachers
develop a deeper understanding of their philosophy, principles, and theories, and become
more self-aware of their personal profile, assumptions, and previous experiences that may
have influenced their teaching practices.
The study concludes that reflective practice is a valuable tool for novice EFL teachers, as it
can help them to develop a deeper understanding of their teaching practices and become
more self-aware. The study also highlights the importance of using a holistic approach to
reflective practice, which takes into account the intellectual, cognitive, and metacognitive
aspects of practice, as well as the spiritual, moral, and emotional non-cognitive aspects of
reflection.

The study concludes that the teachers' reflections on their principles of practice are closely
interconnected with their actual teaching practices, and they strive to apply the qualities
they admire from past role model teachers. The study highlights the importance of
institutional expectations, student needs, and teacher autonomy in shaping teaching
approaches.

The conclusions of the study highlight the importance of reflection in the development of
novice teachers, and the need for more support and communication between Korean and
foreign co-teachers.

The study concludes that a holistic reflective approach can help develop integrated
language teachers who are more self-aware of their personal profile and teaching practices.

Analysis

Research comparison

Confirmation of earlier findings

When TESOL teachers were encouraged to reflect beyond their classroom practices,
research reported that the teachers reflected on such issues as social justice, teacher roles,
and power differentials. Indeed, the results of Farrell’s (2018a) review revealed the global
reach of, and the robust nature of, the concept of reflective practice research within the
TESOL profession.

Limitations
The study acknowledges that there is a need for further research to compare the
experiences of different novice EFL teachers with different TESOL qualifications and
different teaching roles through the same holistic reflective lens.

The study has several limitations, including a small sample size, a short duration of data
collection, and the inability to collect data and observe teachers' practices on-site. The study
also notes that the teachers were minimally qualified, with online TESL certificates, and that
they did not intend to become EFL teachers.

The study does not explicitly state its limitations, but it can be inferred that the small
sample size of two teachers may limit the generalizability of the findings.
The limitations of the study include the small sample size and the limited context of the
study, which may not be generalizable to other settings.

The study acknowledges its limitations and suggests the need for further research to
compare the experiences of different novice EFL teachers.

Future work
The study suggests that further research is needed to explore the experiences of different
novice EFL teachers and to develop language teacher education programs that incorporate
holistic reflective practice.

The study suggests that further research could explore the reflections of more teachers to
gain a deeper understanding of the complexities of teaching practices and principles.
Additionally, the study could investigate the impact of institutional expectations and teacher
autonomy on student learning outcomes.

The future work suggested by the study includes further research on the reflections of
novice EFL teachers, and the development of more effective support systems for foreign
teachers in Korean schools.

Future research should focus on ESL teachers in contexts where English is the spoken
language outside the classroom.

Practical applications
The study highlights the importance of reflective practice in developing integrated language
teachers who are more self-aware of their personal profile, assumptions, and previous
experiences, and suggests that language teacher education programs can benefit from
incorporating holistic reflective practice

The study has several practical applications, including the use of Farrell's framework for
reflecting on practice to help novice EFL teachers develop a deeper understanding of their
teaching practices and become more self-aware. The study also highlights the importance of
using a holistic approach to reflective practice, which can help teachers to identify areas for
improvement and develop more effective teaching practices.

The study has practical implications for teacher education and professional development,
highlighting the importance of reflective practice and autonomy in shaping teaching
approaches. The study suggests that teachers should be encouraged to reflect on their
principles of practice and strive to apply the qualities they admire from past role model
teachers.

The practical applications of the study include the development of more effective teaching
practices, and the improvement of communication and support between Korean and foreign
co-teachers.
The study's findings can be applied to language teacher education programs through case
studies, allowing learner teachers to study real contexts and be better prepared for the
realities of teaching.

Statistics and tests

semi-structured interviews
In addition to the written reflections, a total of six semi-structured interviews were
conducted: one pre-interview to collect basic information about the participants, and five
follow-up interviews following each stage of the reflective practice framework to gain
further insight into teachers’ responses

Abstract
This paper outlines a case study of the reflections of two novice teaching English to
speakers of other languages (TESOL) teachers in South Korea through the lens of a
framework for reflecting on practice that included reflections on the teachers’ philosophy,
principles, theory, practice, and beyond practice. Overall, the results revealed that
connections between their reflections on the hidden aspects of teaching (philosophy,
principles, and theory) for both teachers remained consistent with what was observed in
their practices, and the connections that emerged between their reflections were grouped
into two main categories: the acknowledgement of teacher roles, and the importance of
their students’ success.RésuméCet article souligne une étude de cas des réflexions de deux
enseignants (TESOL) débutants en Corée du Sud à travers l’objectif d’un cadre sur la
réflexion de méthodes qui comprenait des idées sur la philosophie, les principes, la théorie,
la pratique, ainsi qu’au-delà des méthodes. Dans l’ensemble, les résultats ont révélé que les
connections entre leurs réflexions sur les aspects cachés de l’enseignement (la philosophie,
les principes et la théorie) pour les deux enseignants étaient conformes aux observations de
leurs méthodes et les connexions qui ont émergé de leurs réflexions se regroupaient dans
deux catégories principales : la reconnaissance des rôles d'enseignant et l’importance de la
réussite des étudiants.

Bibliography
1. University, T. S. C. F. B.. (2021). Farrell & Macapinlac 1. Figure.