Masoumeh Estaji - English Language and Literature Department, Allameh Tabataba'i University, Iran
Azadeh Hhaji-Karim - English Language and Literature Department, Allameh Tabataba'i University, Iran

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, ۴۵ 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: ۲۳ categories, video group: ۱۷ categories, and scenario-based evidence group: ۱۶ categories) illustrated how these strategies supported teacher candidates in developing their caring and reflective practices.

EFL teacher candidates, reflective teaching, scenario evidence, situational role-plays, teacher caring, video evidence