Enhancing the professional development of pre‐service English‐language teachers through reflective practice: Implications for curriculum development and practice

This study offers guidance for teacher educators and practicum mentors on integrating critical reflection into undergraduate English‐language teacher‐education programmes to strengthen pre‐service teachers' reflective competence, based on insights gained in a study conducted in Kazakhstan. Using a social theoretical lens, it examines professional learning through reflective practice, defines reflective competence and discusses when, how and why reflection is necessary. The article recommends embedding reflective practice into undergraduate English‐language teacher‐education curricula using a structured model that promotes reflection before, during, after and beyond lessons and practical activities to be used with the model to help pre‐service teachers learn to reflect effectively, preparing them for reflective experiences during school‐based teaching internships and future teaching careers. A pre‐implementation qualitative evaluation of the model's pedagogical value, contextual suitability and feasibility is then reported. The model was trialled in Kazakhstan, and the data were analysed using thematic coding. The results reveal that the model demonstrates strong pedagogical value and suitability for the Kazakhstani context. In addition to being perceived as clear, understandable and logical, it encourages ongoing reflection on four distinct stages of the teaching process. The ‘reflection beyond lessons’ stage additionally enables pre‐service teachers to connect teaching with the sociocultural context in which it is situated, and to reflect on ethical, moral or political aspects of their pedagogical practice. The article ends with implications for English‐language teacher educators, practicum mentors and pre‐service teachers.