On the basis of a detailed analysis of the literature in teacher education, it is apparent that reflection in teacher education has received considerable attention, and it is regarded as an alternative paradigm in teacher education. Especially in the last two decades, teacher education programs started to integrate this concept into their curricula in order to meet the requirements of the changing needs in the society, and to overcome the shortages in their applications (Korthagen, 2001). Furthermore, the factors, such as increasing attention towards the improvement of quality in teacher education; endeavours for the betterment of teaching as professional status; and growing interest towards the impact of thinking on behaviour, contributed to the growth of attraction towards reflection in teacher education (Valli, 1997).

At this level, empirical research has remained vital in understanding teachers’ thinking and their experiences in reflective process. It helps us explore their world better so that more effective teacher preparation programs could be designed on the basis of their experiences and needs.

Bearing the above discussion in mind, this study aims to develop an insight into pre-service teachers’ experiences of a reflective practicum course in relation to its goals, processes, and outcomes. Hence, the following research question guides the study in achieving its purposes: How do pre-service teachers perceive a reflective practicum course?

As part of a larger scale research, this study is a case study which was conducted in the form of an action research in qualitative research paradigm. The participants are 30 final year pre-service teachers of English language (English as a foreign language) in a 4-year undergraduate university programme in northern Cyprus. The research was conducted in the fall of 2004 for 12 weeks in a practicum course that involved 15 school observations, on-campus weekly seminars, videotaped microteaching, and post-microteaching reflective interviews.

In this study, as an integral part of qualitative research, the data was gathered from multiple sources in order to obtain a rich description of the phenomenon. These data collection methods are as follows: perception questionnaires (in the middle and at the end of the course), weekly journal entries (8 weeks), assignment on videotaped microteaching (once), and post-microteaching reflective interviews (once).

The data analysis was carried out by following the content analysis method within qualitative research. Throughout the data analysis process, as well as in data collection, immense importance was given to ensure the trustworthiness of the study. Hence, methods such as triangulation, peer debriefing, inter-coding, audit trial, and prolonged engagement were incorporated into the study in order to contribute to its credibility.

The findings indicated that the pre-service teachers believed that the involvement in various experiences in this reflective course enabled them to self-analyze and to become self-aware of the changes in themselves, which contributed to the development of their professional identity as teachers. They expressed that they improved their competences in teaching and expanded their teaching repertoire, and thereby they developed themselves professionally. Furthermore, the pre-service teachers viewed that the constructive feedback from the course instructor and from peers contributed to their self-development. Also, the class atmosphere in this reflective practicum course was found to be unconventional with regard to its non-traditional setting, friendly, and interactive atmosphere. Moreover, the pre-service teachers emphasized that throughout the course, both the course instructor and themselves as novice teachers had multiple roles. In addition to these positive aspects, the workload, particularly in relation to journal keeping, was viewed as a drawback of this course.

The perceptions of the pre-service teachers of this reflective practicum course seem to coincide with the fundamental principles of this course. Overall, this course was viewed to have exposed pre-service teachers to interesting authentic experiences, in which they improved their theoretical knowledge and integrated it to their practical experiences. They received guidance which they believed to have contributed to their cognitive and professional development. Furthermore, the pre-service teachers were active throughout the course process, since they shared and exchanged ideas and collaborated in a comfortable atmosphere. All these helped them become aware of their potentials and their uniqueness, and this enabled them to take a further step towards the construction of their identity as a teacher.

However, keeping weekly journal entries seems to be a controversial component in this process. The pre-service teachers were aware of that journals contributed to their professional and cognitive development as well as helping them develop communication with the 'inner-self' and with the course instructor; however, they were concerned that writing journals occupied their time. It should be considered that writing weekly journals was a new commitment for them, and in the final year of their education, they were not fond of being introduced to a new task, which required regular dedication. Thus, taking into account the significant roles of journals in the promotion of reflection in teacher education, it is possible to argue that guided journals should be introduced to the pre-service teachers at an earlier stage of their education.