exploring the efficacy of process-based reflective teacher training: a focus on situational role plays, video analysis, and scenario evidence as guided reflective and caring practices for efl teacher candidates

The current study aimed to explore the effectiveness of a process based reflective teacher training course that utilized situational role plays, video analysis, and scenario evidence as guided reflective and caring practices for efl (english as a foreign language) teacher candidates. to this end, 45 teacher candidates at a teacher education university in iran participated in a semi-structured interview (pre-intervention and post-intervention interview) and created process-oriented narrative journals documenting their reflective and caring practices. the findings of the study indicated that all the three groups of participants (role play group, scenario-based evidence group, and video evidence group) benefitted from the course and demonstrated improvement in various ways. the emerged themes from each group (role play group: 23 categories, video group: 17 categories, and scenario-based evidence group: 16 categories) illustrated how these strategies supported teacher candidates in developing their caring and reflective practices.