Preservice Teachers' Reflecting on Reflections of Critical Incidents: Effects on Professional Development and Identity Construction.

This study investigates the effects of "reflecting on reflections" concerning Critical Incidents (CIs) on the professional development and identity formation of preservice teachers (PSTs) specializing in Teaching English to Speakers of Other Languages (TESOL) during their teaching practicum. Involving nine Malaysian TESOL PSTs, the research employed an interpretive phenomenological approach where participants wrote reflections on CIs, shared them via a Facebook group, and engaged in further reflection on their own and peers' reflections. Findings indicate that this two-layered reflective practice deepened PSTs' self-awareness, enhanced their pedagogical skills, and facilitated the construction and reconstruction of their professional identities as TESOL teachers. The study suggests that reflecting on reflections, especially when focused on CIs, offers a meaningful and critical extension to traditional reflective practices, potentially supporting teacher resilience, motivation, and retention in the profession.