A Case Study of a Malaysian Teacher Training Institution’s Reflective Practice

This chapter examines how a Malaysian teacher training institution supports the development of reflective practice in its Teaching English as a Second Language (TESL) undergraduate programme. The chapter begins by describing the changing landscape in higher education in Malaysia due to global crises in a post-pandemic world. It then uses documentary analysis to determine the institution’s policies, objectives, and intended outcomes to assess the strengths and challenges in supporting the development of reflective practice among TESL undergraduates in Malaysia. Further examination is also done of the relevant undergraduate programme content to determine whether the assessments and tasks help shape the pre-service teachers’ reflective practice. Set against Malay cultural dimensions, the analysis of the policies, documents, and programme content reveals that there is room for improvement for the institution in providing support to TESL pre-service teachers in terms of developing their reflective abilities. The chapter concludes with several recommendations for the TESL programme to better embrace reflective practice in producing TESL teachers who can contribute to their own professional growth and development in a Malay-dominant teacher training institution.