Email as a non-directed means of developing independent reflection in beginning teachers of foreign languages

This article considers the role electronic mail can play in developing the ability of beginning teachers to reflect on their practice and professional development. It also explains how such communication is incorporated into the initial teacher training course in Modern Foreign Languages at the University of Warwick. Using the example of one particular student as a representative of those who use this medium in a ‘reflective’ manner, it illustrates this student's development and analyses her messages by evaluating them for reflective attributes and reflective discourse (Korthagen & Wubbels, 1995; Hatton & Smith, 1995). The discussion is set against the background of research into student teacher development and reflection and a research project by the author investigating the stages through which beginning teachers progress, as well as the changing context of initial teacher training. The author concludes that, whilst electronic communication can be an effective tool for promoting reflection, it is at present still not a realistic choice for many student teachers.