DISCOVERING THE TEACHING SELF (THE VALUE OF A CAPSTONE EXPERIENCE AS A REFLECTIVE TOOL FOR HERE AND THERE)

Abstract

This study explored the impact of capstone experiences on teaching practices and professional identities of teachers returning to work after a period of study
abroad. In the capstone experience, we aimed to help students switch on the lights to illuminate the depth of their specialised knowledge in the area of TESOL as they moved on from their graduate studies. A light that shines on areas of their professional identities as teachers of English that exists, but rarely explored. Despite the logistical limitations that constrained data gathering from
participants, the quality of the responses used for discussion demonstrated the
value of the capstone experience as a reflective tool, an opportunity for students
to enter a reflective space free of contextual constraints that so often impede
effective professional learning. The reflective space offered by the capstone
experience appeared to have a transformative effect on the participants‘ teaching
practices and regenerated their professional identities. Further research is needed to explore the sustainability of this effect and to observe changes in
professional behaviour and practice. It is one thing for the participants to say how they have changed, it is another to see the changes in their teaching practices and their interactions with others.
Keywords: the impact of capstone experiences, teaching practices, professional
identities, professional behavior.