ABSTRACT
This chapter illustrates how an international teaching practicum supported and gave graduate student-teachers the tools needed to develop and engage with critical reflective practices in their language classrooms. It examines how, through these practices, one student-teacher developed, implemented, and refined a critical and culturally responsive pedagogy in her Thai English as a Foreign Language classroom. The student-teachers met once a week for a three-hour seminar to discuss relevant articles, share issues from the classrooms, and try out new activities. The practicum assignments included peer-observations, weekly group reflections, a reflection journal, a philosophy of teaching statement, and observations of student-teachers by their practicum professor and teaching assistants. The pedagogical innovations and applications of this case study are the product of Hayley’s learning to use and engage with reflective pedagogy during the practicum. The case study demonstrates how by engaging in systematic, reflective practices, such as journaling, observations, and action research, Hayley better understood her students’ needs.
