| Summary: | This intervention study explores the feasibility and possible benefits of using reflective practice as a suggested model of supervision to improve the teaching of trainees during their field placement (practicum) in one girls’ educational college in Saudi Arabia (KSA). An intervention study was thought to be of use because, although the literature indicates “the strong connection between teachers’ culture and their conceptualisation of pedagogical practice” (Adam, 2015, p. 204; Almazrawi, 2014), the potential for using reflection to improve the teaching of Saudi trainees during their practicum cannot be guaranteed by other research findings around the world. This study also aims to use teachers’ pedagogical knowledge to help trainees improve their teaching as suggested by prior research. Accordingly, the main questions regarding the application of reflection with trainees in the Saudi context are: 1. What are the participants’ views about the current system of supervision? 2. How do trainees, their supervisor and teachers in the school perceive a reflective practicum course? 3. What advantages and disadvantages might a reflective practicum course offer? 4. What are the primary challenges involved in implementing a reflective practicum course as a model of supervision? My research used an action research methodology. Data were gathered from six trainees in the final year of the school of Arabic literature at KSM University, together with their college supervisors and two co-operating teachers using interviews, focus groups, reflective journals, and diaries. Key findings demonstrated that trainees gain some advantages through the reflective journey in which they engage in their practicum. During this journey, trainees engage in the ‘instructional rounds’ that include teaching, observation, reflection, discussion, and interaction. Inside this cycle, the trainees gained opportunities to test their preconceptions about teaching. The data also indicated the potential of reflective discussions for building ‘decisional capital’ in trainees as an important skill for teaching. Findings suggest that another advantage of applying reflection is tangible—it makes the classroom a place where professional conversations about teaching and learning can occur. However, the data analysis also shows that many challenges limit the trainees’ benefits from this course. With regard to the strong relationship between education and culture, Saudi culture seems less supportive of ideas involving reflection, such as critical thinking and individual autonomy. Thus, most of the challenges to applying reflection are actually based on the teachers’ lack of necessary knowledge to implement it effectively. Also, gender ideologies that can be attributed to traditional and socio-religious values make the situation worse for women in education in terms of their ability to take responsibility and develop decision-making skills. This study has contributed to the field of research by recognising the effectiveness of using reflection in the trainees’ programme at KSM University in KSA. The main contribution to knowledge of the current study is that it is the first local study which provides research findings on trainees’ practicum designed to enhance trainees’ reflection. The study findings can be used to inform present and future educational policy. In addition, this study uses the action research method for conducting this research in the Saudi context, making a contribution through the ability of action research to incorporate change in live action. Through analysing data, this study has revealed the impact of Saudi culture on the educational system in general and practically on teacher education.
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