REFLECTION ON PROFESSIONALISM IN TEFL: IMPLICATIONS OF TRANSFORMING TEACHER EDUCATION DESIGN

Abstract

This study investigated the term ‘professionalism’ defined by Thai novice teachers of English (N = 10) in Thailand and the link it has to their professional development programmes. A qualitative research methodology was employed to collect the research data through two methods: a questionnaire and reflective learning journals (RLJs). Through the answers to the open-ended questions of the questionnaire, the participants’ meanings of professionalism included the intellectual, behavioural and attitudinal functions. These meanings were seen to be related to their suggestions for future teaching professional development programmes, which should include content (English), pedagogical and IT knowledge. Writing reflective learning journals enabled the participants to understand, analyse their teaching problems and come up with solutions to the problems. Their reflections on the classroom practice through RLJs revealed the barriers and factors of becoming a professional teacher of English. Implications and suggestions for English teacher education in the ASEAN context were discussed.