The Lived Experiences of TESOL Professionals Who Engaged in Self-Compassion-Based Reflection

Abstract

TESOL professionals face neoliberal, patriarchal-influenced challenges that may exact a toll on TESOL professionals’ wellbeing. The aim of this study was to explore the lived experiences of TESOL professionals engaging in self-compassion-based reflective practice and whether it assisted inner peace, by bringing a balance of traditionally described, masculine and feminine principles to reflective practice. Framed through a feminist perspective the study was guided by three research questions: What are the lived experiences of TESOL professionals engaging in self- compassion-based reflective practice? What is the role of self-compassion in reflective practice? How does metacognition influence reflective practice within a self-compassion framework? A total of sixteen semi-structured interviews formed stage one of the study. These were conducted to ascertain participants’ prior knowledge of reflective practice, self-compassion and metacognition and whether participants wished to continue to stage two. Data was collected via Microsoft Teams using video and audio recording. Thirteen of the stage one participants continued to stage two, comprising of monthly communities of practice where participants learned about self-compassion and shared their ongoing experiences of self-compassion-based reflection. Meetings were held over a six-month period online and data was collected via Microsoft Teams using video and audio recordings. Data from both stages was analysed using Braun and Clarke’s (2012, 2021, 2022) thematic analysis resulting in three themes: Participants’ prior knowledge Patriarchal-influenced challenges Wellbeing Findings highlighted a notable shift in the purpose of reflection. Whilst most reflective practice models are designed for professional development, findings from both the semi-structured interviews prior to self-compassion education and during communities practice revealed that participants were predominantly reflecting on wellbeing, suggesting a mismatch between the intended purpose of professional reflection and the lived experience. Findings also uncovered an interdependence between reflective practice and self- compassion and the keystone of metacognition. These findings implicate the need for a balanced approach to reflection, integrating both masculine and feminine principles within reflective practice and balancing professional development with professional wellbeing. The study deconstructs the dynamics between self-compassion, metacognition and the reflective process contributing to a compassion-based reflective practice model intended to complement existing models.