Using the Reflective Approach in a Teaching Practicum

Abstract

This paper explores the benefits of using a reflective approach in a teacher development programme at the postgraduate level in Bangladesh. The teaching practicum, which incorporated reflection, aimed to raise awareness of issues related to teaching and learning. Based on a small-scale study, the paper highlights the advantages of maintaining teaching portfolios from both trainee teachers’ and supervisors’ perspectives. The study shows that reflective practice helps trainee teachers connect theory with practice, develop professional awareness, and monitor their own growth. The pedagogical implications focus on the insights gained through reflective teaching and the role of portfolios in supporting continuous professional development.