Beyond the endorsement of reflection in language teaching and learning Traspasando las fronteras de la reflexión en la enseñanza y el aprendizaje de los idiomas (original) (raw)
Related papers
Beyond the Endorsement of Reflection in Language Teaching and Learning
Colombian Applied Linguistics Journal
This paper reports on the first phase of an exploratory qualitative study carried out with in-service language teachers pursuing a graduate degree in Colombia. It aims at analyzing their practices, needs, and challenges, examined under two perspectives—the teacher as a learner and the teacher as a teacher. The study made use of interviews, focus groups, and questionnaires as the primary sources of data. Data analysis included a grounded theory approach and the use of coding, triangulation, and validation procedures. Results unveiled the difficulties that current in-service teachers have in different domains (cognitive, metacognitive, and linguistic), and also inform how the teaching challenges within their specific contexts influence their beliefs, practices, learning and teaching outcomes, and their professional growth. The study presents both theoretical and applied considerations to tackle the needs and challenges reported, aiming at offering a systematic analysis and approach fo...
Chilean English Language Teachers Transforming Their Beliefs and Practices Through Reflection
Profile: Issues in Teachers' Professional Development, 2024
This qualitative study aims to show how the beliefs and teaching practices around listening comprehension of four Chilean English-as-a-foreign-language teachers were transformed after attending an eight-session reflective workshop. Data were gathered through semi-structured interviews and video-recorded and audio-recorded sessions. Information was analyzed using content analysis. Results evidenced that reflective practice positively affects the changes in beliefs and teaching practices in different ways. Conclusions show that this reframing is especially favored if certain factors (personal, professional development, and contextual) are given.
A Tool for Reflection in Language Teacher Training
2020
Students wishing to become teachers of languages in Malta are required to follow the Master in Teaching and Learning (MTL) course offered by the Faculty of Education of the University of Malta. The two-year full-time post graduate course, which enables graduates to teach at Secondary level, according to the language of specialisation chosen, combines theory and practice by means of a Field Placement in schools throughout the 2 years of the course. This comprises a period of observation sessions in schools held once weekly, during which, with the help of a Teacher Mentor, student teachers are expected to discuss the different practices observed, followed by a five-week block practicum period in each of the two years of the course, giving particular attention to preparation and planning, reflective practice, professional skills and professional development. The Field Placement goes hand in hand with the Themes in Education interdisciplinary programme with the aim of fostering reflecti...
How Can a Process of Reflection Enhance Teacher-Trainees' Practicum Experience
The present study was an attempt to understand how a process of reflection helped five foreign language student teachers throughout their first teaching experience. This study was conducted in the classrooms of five public schools in Colombia where English was taught to high school students. Data were collected through classroom observations, students' reflective journals, lesson plans and semi-structured interviews. Findings revealed that reflection is a way to help foreign language student teachers to improve their first teaching practice. The analysis was based on the light of two theories, reflection in action and reflection on action from Schön (1987) and three levels of reflection.
Objective: to take a deep look at the pedagogical reflection experienced in the pedagogical practice of the English Language Teaching (ELT) program at the University of Amazonia, in order to highlight the importance and influence of pedagogical reflection to potentiate the teaching processes -learning of the practitioners. Method: the type of research that was used was qualitative, was carried out through a systematic search allowed to discover twelve (12) studies published from 2009 to 2016, where a series of factors involved in the reflection process emerged; a) skills acquired through reflective practice, b) the strategies used to reflect, c) cultural aspects as predictors for the preparation of both practitioners and classes and d) the implications of the modern world in teaching. Results: The results showed that reflective practice plays an important role when professionals in training begin to explore the educational field because it helps them to be involved in a constant learning process. Conclusion: The research concluded that reflective practice leads practitioners to be critical, authentic, transformers and to be self-aware of the challenges that the educational field brings.
Reflection for specific purposes : the use of reflection by Nigerian English language teachers
2013
Reflection is yet to be fully understood as a concept, practice and experience in many English language teacher education programmes. The calls for data-led studies to prove its benefits and to make the concept less vague continue against a new argument that academic presentations of reflective inquiry may be flawed because teachers perceive reflection differently. Studies suggest that many trainees, teachers and teacher educators still do not understand reflection, and that rejections or fleeting tolerance of reflection by teachers or trainees may be connected to top-down approaches to teaching reflective practice. In a two year exploratory, interpretive research study of Nigerian English language teachers, the Nigerian ELT context is explored for evidence of reflective inquiry. The study integrates classroom explorations, teacher group meetings, focus group and individual interviews that aim to project the voices of participants. Reflection is identified in the context in teachers...
Self-Reflection to Improve Teacher Development
One question guided this auto-ethnography study: How does reflection about my teaching practices improve my teacher professional development. To find answers to this question, this study aimed to contribute to this line of research by examining my own teaching practices, students' perception about teacher and English class as a Foreign Language (EFL) at a public school in Malambo-Atlántico on the Caribbean Coast of Colombia. Semi-structured interviews were then conducted with each of the students involved, class observations, journals, document analysis were helpful instruments to develop this auto-ethnography inquiry. Most data sources were recorded and transcribed, and all were coded and analyzed using qualitative methods. Results indicate that as English teacher I have great acceptance by students. Besides, the findings reveal that teacher´s attitude and personality influence on student's English learning. On the other hand, as teacher, I need to keep in mind some aspects that influence in our performance. The socio-affective factors, the standards, students learning style, the specific school and context requirements play an important role when as teacher planning the classes. Topics can be more interesting, and meaningful if these are developed in real communicative way. This inquiry as initial phase of a future action research contributes to identify the level of teachers' reflection to improve our development. English class, learners and community can benefit from the implementation of this kind of exercise.
Promoting reflection in initial foreign language teacher education: The use of the EPOSTL revisited.
2020
The present text presents a longitudinal study on the promotion of reflection in foreign language teacher education. The report comprises work in progress. The research design was iterative in that each of the cycles shaped the following one. The research context was an undergraduate seminar course taught in the years 2014, 2017 and 2019 with the objective to promote students’ reflection in their practicum semester (in total 61 students). The European Portfolio for Student Teachers of Languages (EPOSTL) was used and activities had been planned for its integration in the course. At the same time, research was undertaken in order to investigate the optimal ways to serve the purpose of reflection. Based on the identified shortcomings, changes to the course were made and conclusions were drawn concerning the improvements undertaken. The present paper outlines the rationale and research methodology of the project and discusses the interim results of the first two cycles. These, although far from final, indicate ways in which teacher education for reflection can be improved. Some thoughts on the expected final results of the project and the way forward conclude the paper.
Attitudes towards Pedagogical Reflection among a Group of Pre-Service English Teachers
Journal of Curriculum and Teaching
Reflective practice is an essential component of teacher training programs. Moreover, the experience of reflection in pedagogy students led to a deeper understanding of their teaching practices and increased confidence in their teaching skills. This article aimed to determine pre-service English teachers' attitudes towards reflective practice, focusing on their cognitive, affective, and behavioral components. The population of the study was 88 pre-service English pedagogy students, and the study used a quantitative methodology. A validated questionnaire was used to gather the data and treat it statistically. The results show that all participants had a favorable attitude toward the reflective practice, though there are significant differences among each group of participants. It is concluded that attitude towards reflection increases as students gain sufficient experience and knowledge conducting pedagogical reflection practices. The findings suggest the need for a framework to ...