VIETNAMESE PRE-SERVICE EFL TEACHERS’ ATTITUDES TOWARD COLLABORATIVE REFLECTIVE TEACHING

Abstract

English as a foreign language (EFL) teachers’ professional learning has been highlighted as a self-directed and collaborative process, which can be implemented through collaborative reflective teaching (CRT). Although recent studies have documented teachers’ attitudes toward various CRT activities, their attitudinal dimensions have not been comprehensively examined, particularly CRT experiences of pre-service teachers (PSTs) in teacher education courses. Thus, this study investigates Vietnamese EFL PSTs’ attitudes toward CRT, focusing on activities of co-lesson planning, peer observations, and peer feedback. Designed as a qualitative case study, the current research utilized semi-structured interviews to yield in-depth data from sixteen Vietnamese EFL PSTs enrolling in a teaching methodology course. The findings clarified teachers’ multifaceted attitudes toward CRT, encompassing their cognitive, affective, and behavioral dimensions. The majority of the Vietnamese EFL PSTs perceived CRTs’ merits in strengthening their teaching competence, critical skills, professional identity, and motivation, and they showed their interest and active engagement in CRT activities. Nevertheless, PSTs’ obstacles in limited inquiry skills, deficient teaching knowledge, and collaboration issues were also unraveled. Based on these findings, the study presents numerous implications for enhancing the effectiveness of teacher education and professional learning through CRT.