University of Tabriz Journal of English Language Teaching and Learning 2251-7995 14 30 2022 11 01 Reflectivity in reflective practice: A case of EFL student teachers in practicum 264 281 15138 10.22034/elt.2022.52422.2500 EN Najmeh Pourjafarian English Language & Literature Department, University of Shiraz, Shiraz, Iran. Rahman Sahragard English Language & Literature Department, University of Shiraz, Shiraz, Iran. Journal Article 2022 07 09 The epistemological tenets of sociocultural theory view teacher professional development as a continuous and reflective analysis of pedagogical practices and learner development. Accordingly, inquiry-based approaches to teacher professional development and specifically reflective journals can be an asset for teachers, in their endeavor for self-empowerment, by creating a mediational space in which they can exercise their agency and achieve more productive instructional practices. The purpose of this longitudinal study was to investigate the professional development of ten Iranian EFL student teachers through narrative inquiry, “which is conducted for and by the teacher” during one year of attending practicum. To this end, 100 reflective writings of 10 EFL student teachers, which were written during one year, were analyzed based on three functions of narratives as “externalization”, “verbalization” and “systematic examination” (Johnson & Golombek, 2011). The results indicated the importance of narrative inquiry in the development of the professional identity of student teachers. The results also implied the value of responsive mediation in L2 teacher education.  https://elt.tabrizu.ac.ir/article_15138_37361edecb9269162cbb40bef23af522.pdf