This interpretive phenomenological study reports the effects of reflecting on reflections concerning Critical Incidents (CIs) on the pre-service teachers’ (PSTs) professional development and conceptualization of their identity as TESOL (Teaching English to Speakers of Other Languages) teachers. The study involved nine PSTs who were specializing in TESOL and doing their teaching practicum. The main instrument of the study was reflective writing, which required the PSTs to report CIs, write reflections, and share these for receiving peers’ reflections to further reflect on self-reflection and reflection of peers. The process enabled the participants to pursue professional development and conceive identity as TESOL teachers. This seemingly engaging, thought-provoking and meaningful reflective practice can be additive to the existing reflective practices, which have been questioned and debated in the literature. In pursuit of professional development and teacher identity, PSTs can be assigned to reflect on reflections with diverse elements of focus alongside CIs.

中文翻译：

---

职前教师对重大事件反思的反思：对专业发展和身份建构的影响


这项解释性现象学研究报告了对关键事件 （CI） 的反思对职前教师 （PST） 专业发展和他们作为 TESOL（向其他语言使用者教授英语）教师的身份概念化的影响。该研究涉及 9 名专门从事 TESOL 并进行教学实习的 PST。该研究的主要工具是反思性写作，它要求 PST 报告 CI，撰写反思，并分享这些以接收同伴的反思，以进一步反思自我反思和同伴的反思。这个过程使参与者能够追求专业发展并构想成为 TESOL 教师的身份。这种看似引人入胜、发人深省且有意义的反思实践可以补充现有的反思实践，这些实践在文献中受到了质疑和辩论。为了追求专业发展和教师身份，可以分配 PST 与 CI 一起反思具有不同关注元素的反思。