Investigating reflection in written assignments on CELTA courses

Abstract

Reflection is an important component of teacher education and forms part of the assessment of candidates on CELTA courses. However, questions remain regarding the level of reflection candidates can demonstrate on the CELTA and how best to assess such reflection. The current study analyses reflective assignments from full-time CELTA candidates in order to investigate the level of reflection they demonstrate. The study revealed varying degrees of reflectivity, which contradicts some of the existing research into reflection on pre-service teacher training courses. The study also developed a reflective framework that can be used to inform the assessment of reflection on such courses.