Scholars have questioned the effectiveness of reflective practice for gaining professional awareness or attaining professional development. In addition, the prevalence of inadequate comprehensive framework for pre-service teachers’ reflective practice and insufficient support of teacher educators have been noted in the literature. Against these backdrops, the present study attempted to demonstrate how reflecting on reflections, a form of reflective practice, of Critical Incidents (CIs) contributes to building pre-service TESOL teachers’ professional awareness. The study involved ten pre-service teachers (PSTs) in reflecting on reflections of CIs during the teaching practicum. Following the interpretive phenomenological approach, the study unfolded the CIs associated with pedagogical factors, including passive participation of the students, students’ late arrival in the classroom, disobedience to teachers’ instructions, the chaotic environment in the classroom, students’ rude behavior, and disruption caused by technical glitches, and CIs associated with intrapersonal and interpersonal factors, comprising students’ emotional exhaustion and unprofessional behaviors by senior teachers. Subsequently, it illustrated how PSTs cultivated their professional awareness through reflecting on reflections of CIs. The study presented a reflective practice framework applicable to pre-service and in-service teacher education programs. It also provided practical suggestions for pre-service and novice teachers to address and overcome the CIs. Teacher educators and trainers can harness the findings to prepare PSTs to conduct interactive and productive English language classes.

学者们质疑反思实践对于获得专业意识或实现专业发展的有效性。此外，文献中还指出，职前教师反思性实践的综合框架普遍不足，教师教育者的支持也不足。在此背景下，本研究试图证明对关键事件（CI）的反思（一种反思实践）如何有助于建立职前 TESOL 教师的专业意识。这项研究涉及十名职前教师（PST），以反思 CI 在教学实习期间的反思。研究遵循解释现象学的方法，揭示了与教学因素相关的CI，包括学生的被动参与、学生迟到、不服从老师的指示、课堂环境混乱、学生的粗鲁行为、技术故障造成的干扰，以及与个人和人际因素相关的干扰，包括学生的情绪疲惫和高级教师的不专业行为。随后，阐述了基层技术人员如何通过对孔子学院的反思来培养专业意识。该研究提出了适用于职前和在职教师教育计划的反思性实践框架。它还为职前教师和新手教师提供了解决和克服 CI 的实用建议。教师教育工作者和培训师可以利用这些发现来准备 PST，以开展互动且富有成效的英语课程。