THE JOURNAL OF ASIA TEFL Vol. 16, No. 2, Summer 2019, 561-575 http://dx.doi.org/10.18823/asiatefl.2019.16.2.8.561 561 The Journal of Asia TEFL http://journal.asiatefl.org/ e-ISSN 2466-1511 © 2004 AsiaTEFL.org. All rights reserved. Reflective Teaching in an EFL Writing Instruction Course for Thai Pre-service Teachers Nguyen Thi Thuy Loan Kalasin University, Thailand Reflective practice has been proved to be a meaningful way of learning about teaching and various aspects of teachers’ work by several studies in different EFL teaching contexts. In Thailand, despite the commonly-reported problems about the English language education program for prospective English teachers, a few studies were conducted on how to improve the situation. By employing the reflective teaching approach, this study reports on how an educator assisted 48 Thai pre-service English teachers to learn how to teach English writing in the Writing Instruction course. The findings from the survey, the teacher-educator’s notes during the course and the focus-group interview showed the considerable success of this teaching approach. Furthermore, the information from the evaluations on micro-teaching performances by the teaching groups, their peers and teacher-educator, and the students’ reflections on their teaching strengths and weaknesses and their plans for reconstructing their teaching revealed some considerations for improvement. This study is thus expected to not only reflect on how teacher-educators are trying to improve the quality of English preservice-teachers in Thailand and to develop their experiences to be life-long learners, but also provide some insights to enhance reflective prospective teachers in other educational settings with similar teaching and learning cultures. Keywords: teacher education, reflective practice, student teaching, Thai EFL teachers, teaching EFL writing Introduction Significance of Reflective Teaching Reflective practice is an important tool in the practice-based professional learning settings where people learn from their own professional experiences, rather than from formal learning or knowledge transfer. In fact, reflective practice is viewed as a means by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance, which creates opportunities for professional growth and development (Loughran, 2002). In the field of teacher-education, reflective practice plays a central role as it facilitates teaching, learning and understanding (Amobi, 2005; Kostiainen et al., 2018; Lieberman & Miller, 2000; Loughran, 2002; Schön, 1987). Due to the complexity of teaching, teachers often question their practices for improving their students’ performance and for their own professional development. When teachers carry out systematic enquiry into themselves and by constantly looking into their own actions and experiences, they understand themselves, their practices and their students. Reflective teaching or “a reflective conversation with the materials of a situation” (Schön, 1987, p. 31) is a process where teachers think over their teaching practices, analyze how something was taught and how the practice might be improved or changed for their students’ better learning outcomes