This study applies critical reflection process to identify and analyse the ways student teachers have dealt with the incidents during their placement. The findings of this study might contribute to a better understanding of students’ placement experiences and then inform future curriculum improvement in teacher education courses of Ho Chi Minh City University of Education. | TRƯỜNG ĐẠI HỌC SƯ PHẠM TP HỒ CHÍ MINH HO CHI MINH CITY UNIVERSITY OF EDUCATION TẠP CHÍ KHOA HỌC JOURNAL OF SCIENCE KHOA HỌC GIÁO DỤC EDUCATION SCIENCE ISSN: 1859-3100 Tập 15, Số 5b (2018): 31-44 Vol. 15, No. 5b (2018): 31-44 Email: tapchikhoahoc@; Website: DEVELOPING STUDENT TEACHERS EXPERIENCE THROUGH CRITICAL REFLECTION ON PLACEMENT Bui Tran Quynh Ngoc*, Nguyen Thi Thu Trang Ho Chi Minh City University of Education Received: 25/12/2017; Revised: 19/01/2018; Accepted: 21/5/2018 ABSTRACT Critical reflection shows a great potential in enhancing professional practice and can be considered as a vital component of teacher training courses. In the context of teaching placements, critical reflection can act as an important lens through which students can interrogate, share and compare their experiences. In agreement with Stephen Brookfield’s works (1995; 2005) which valued reflective practice as a mean of learning, this study applies critical reflection process to identify and analyse the ways student teachers have dealt with the incidents during their placement. This data, combining with assessment of students after placement collected by Department of Training and research of other lectures at Ho Chi Minh City University of Education, can produce an informative resource about placement for teacher training program. The findings of this study might contribute to a better understanding of students’ placement experiences and then inform future curriculum improvement in teacher education courses of Ho Chi Minh City University of Education. Keywords: critical reflection, placement, assessment, student teachers. TÓM TẮT Nâng cao trải nghiệm của sinh viên sư phạm thông qua quá trình phản tư trong giai đoạn thực tập sư phạm Phản tư thể hiện tiềm năng to lớn trong việc phát triển kĩ năng thực hành chuyên môn, có thể được coi là một thành tố không thể thiếu trong chương trình đào tạo giáo viên. Trong bối cảnh thực tập sư phạm, phản tư
