The Depthness of Student Teachers’ Reflective Entries


  • Mohamad Qayyum Mohamad Rozlan Faculty of Languages and Communication, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, MALAYSIA
  • Raja Nor Safinas Raja Harun Faculty of Language And Communication, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, MALAYSIA



reflective entries, depthness of reflection, writing, student teachers, reflection


This study aims to examine the depth of the reflection written by the Teaching English as a Second Language (TESL) student teachers while undertaking a course in the TESL programme. This study employs a case study design in which the data were analysed qualitatively. The reflective entries of student teachers were collected, and the data were analysed using content analysis method. There were 32 student teachers in their sixth semester in a teacher education university in Malaysia who participated in the study. They were taking a pedagogical course that prepared them for their teaching practice. This study made use of the instrument reflective journal entries. The document analysis was used to analyse the data obtained from the student teachers’ reflective entries. The assessment of their written reflective entries made use of Kember et al.'s (2008) four-category protocol. The majority of the student teachers demonstrated that they achieved only the second level of the depthness of reflection, which is “understanding” followed by “reflection”, “non-reflective” and “critical reflection”. The findings of this study implicate the need to strengthen the reflective process and writing in the teaching and learning process and the student teacher’s professional development.


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How to Cite

Mohamad Rozlan, M. Q., & Raja Harun, R. N. S. (2022). The Depthness of Student Teachers’ Reflective Entries. AJELP: Asian Journal of English Language and Pedagogy, 10(1), 29–42.