Abstract

This paper aims to investigate on the kinds of critical incidents which student teachers chose to reflect upon based on their observations of their peers recorded macro and micro teaching. It also aims to seek understanding on how such process assists student teachers in the process of learning to teach. The participants were 20 ESL female student teachers who were undertaking their TESL methodology course. They were in their 6th semester and were preparing for their practicum the following semester. Their reflection entries act as a document analysis to be studied. The data were analysed according to thematic analysis. Ten participants were interviewed to gain further insights on how this process could assist them in learning to teach. This study implicates that observing the recorded teachings for reflection purposes could be quite intimidating at first. However, as the student teachers became acquainted to the process, they gained pedagogical insights which could assist them in learning how to teach.