| The purpose of this study was to learn how nontraditional novice ESL teachers learn from experience through reflective practices. The researcher surveyed the professional reflections of six nontraditional novice ESL teachers who were Teaching Associates at a large intensive English program during a twelve-week semester. The participants were also enrolled in a graduate TESOL degree program. They were asked to complete a background questionnaire, make weekly journal entries after teaching, videotape three of their classes, watch the tapes, make additional journal entries, and discuss what they observed with the researcher who audiotaped the discussions.;At the end of the semester, the journals were collected and the contents were entered into separate files for each participant, along with background information from the questionnaire and the transcribed discussions about the videotapes. Similarities and differences among the novice teachers' reflections were noted, along with emerging patterns and themes. Analysis of the data revealed that reflection prompted a cycle of attention, consideration and resolution of problematic situations on the part of the novice teachers. This pattern paralleled the cycle described by Kelly (1955) in personal construct psychology and by Mezirow (1991) in perspective transformation theory.;The attention phase consisted of their initial reaction to an unexpected occurrence that caused internal conflict or tension, often the result of dissonance between past and present classroom experiences, although at times related to personal characteristics, work habits, or life experiences. The consideration phase consisted of the novice teachers examining the causes of tension, which revolved around the elements of context, content, students, and self, and then experiencing insights. The resolution phase usually brought about tentative solutions, but perhaps more permanent change, such as a shift in constructs or perspectives. Videotape feedback was found to be an important factor in raising awareness in the attention phase, making connections between different elements in the consideration phase, and judging the authenticity of resulting insights in the resolution phase.;By using reflective practices in graduate TESOL programs, teacher educators can provide nontraditional novice ESL teachers with the tools to diminish classroom tensions and learn more effectively from experience. |
