Arab World English Journal (AWEJ) Volume 11. Number 4. December 2020                                     Pp.547-564

 Full Paper PDF


Student Teachers’ Development of Reflective Practice concerning Teaching Philosophy and
Peer Observations


Asma Mansour Almusharraf
Department of English language and Literature,
College of Languages and Translation
Imam Muhammad Bin Saud Islamic University (IMSIU)
Riyadh, Saudi Arabia




This study examined the effect of utilizing e-portfolio reflection-enhancing tasks in a practicum course on developing student teachers’ level of reflection. It sought to answer how engaging EFL student teachers in writing a teaching philosophy and peer observation affect their understanding of and appreciation for reflective practice and its influence on developing their reflection level and teaching performance. A mixed-methods study design was implemented where both quantitative and qualitative data were collected within this study. Eight female Saudi student teachers enrolled in a teacher education program at a public university in Saudi Arabia participated in this study while completing an 11-week teaching practicum course at a public secondary school in Riyadh. Each participant was tasked with completing a teaching philosophy and six peer observations with other participants within the study. Each task was analyzed for its reflection level based on a rubric developed by El- Okda (2009). Data were also collected through a semi-structured interview with each of the participants. This study demonstrated that while the participants struggled throughout the practicum to develop a cogent teaching philosophy, their level of reflection for the peer observation tasks improved throughout the teaching practice. Their enthusiasm for these tasks and the process of reflection itself was very positive. The results of this study will help teacher educators to create an informative account of reflection in teaching practice programs in ways that encourage reflective practice among student teachers. Future research could continue to explore more reflective tasks that encourage reflection among student teachers.
Keywords: peer observations, reflection, reflection-enhancing tasks, reflective teaching, teaching philosophy

Cite as:  Almusharraf, A. M. (2020). Student Teachers’ Development of Reflective Practice concerning Teaching Philosophy and Peer Observations.  Arab World English Journal11 (4) 547-564.


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Dr. Asma Almusharraf is an assistant professor of applied linguistics at Imam Muhammad Bin
Saud Islamic University (IMSIU), Saudi Arabia. She gained her Ph.D. with the first degree of
honor. Her research interest includes Language Acquisition, Foreign Language Teaching and
Learning, and Computer-Assisted Language Learning. ORCID: