The taped monologue as narrative technique for reflective practice

Ford, Keith

doi:10.1093/elt/ccv079

Cited by 6 publications

(4 citation statements)

References 7 publications

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“…Sometimes the teacher found some obstacles, whether it is a technical and non-technical problem (Drajati et al, 2018). This also relates to literature, which mentions about writing reflective journals narratively helped the teachers to be confident to do their actions in the classroom (Ford, 2016). This situation also relates to Farrell (2018), who reported that the goals of being a reflective teacher are constructing new learning based on the previous experience and introspection to the previous learning.…”

Section: Discussionmentioning

confidence: 91%

Reflection as a Way to Grapple TPACK Complexity for EFL Teachers

Sari

Sumardi

2020

birle, budapest. internation. research. and. critic. in. lingui

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Technological Pedagogical Content Knowledge (TPACK) is a framework to develop the theory to practice in teaching with technology. Therefore, the teacher, as a practitioner of TPACK implementation, has a responsibility to implement the knowledge effectively. This study investigates the meta-cognitive awareness produced by teachers who participate in TPACK lesson design workshops. This process involves some reflection tools, focus group discussion, and reflective journal as a platform for doing the reflection. This study documented teachers’ stories during three interviews as they created their TPACK lesson design. The detailed data was from three Indonesian teachers. Those teachers participated in the process of research from the professional development workshop to the focus group interview. The data indicated the details of their experience in reflecting and determining on their professional knowledge. These findings show that during the reflection, the teachers start to realize each aspect of TPACK in three stages. These findings are useful for the government to establish professional development workshops in the technology education field. The researcher explored the implications of this analysis for teachers to effectively design the lesson and future researchers.

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Section: Discussionmentioning

confidence: 91%

Reflection as a Way to Grapple TPACK Complexity for EFL Teachers

Sari

Sumardi

2020

birle, budapest. internation. research. and. critic. in. lingui

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“…RP is a training approach that transforms teachers (Ford, 2016;Nagro, 2020;Perrenoud, 2004;Ruffinelli et al, 2020) by engaging systematic processes of reflection in action and outside of it. More recently, Domingo Roget (2021) states that it is possible to learn to transform the experience through RP and, in this sense, individual and collective reflections emerge as a highly effective training proposal in both the initial and continuing training of teaching staff.…”

Section: Reflective Practice (Rp) and Teacher Trainingmentioning

confidence: 99%

Obstacles to a Favorable Attitude Towards Reflective Practices in Preservice Teachers in Training

Barra,

Pérez-Villalobos,

Philominraj

2024

EUROPEAN J ED RES

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<p style="text-align: justify;">Reflective practices have been recognized as a predictor of professional development because they favor teaching changes that improve the students’ learning. The expressions reflection, practice, and reflective professionals are very present in training programs, but with a diversity of meanings and interpretations. The concept of reflection is linked to professional development and teaching identity. The goal of training reflective teachers is shared on an international level, however, the educational conditions that favor a positive attitude toward reflection have not been sufficiently researched. This article aims to describe the obstacles to a positive attitude toward reflection in pedagogy students according to their teachers. This study is qualitative with an interpretive approach for which an instrumental case study was conducted with 15 university teachers in six Chilean regions. The results show that both inter-institutional conditions negatively affect attitudes, as well as the lack of models of reflective practice, insufficient teaching, the way teacher reflection is evaluated, and the barriers to reflective practice in schools. The results indicate the need to intentionally teach pedagogical reflection practices and help to recognize its benefits for teaching.</p>

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“…The monologue is consistently stained by speaker's communicative goals and demands [7]. Communicability is the main factor that arranges competence of communication on the logic-semantic degree.…”

Section: Evolution Of Teaching and Learning Through Technologymentioning

confidence: 99%

Shift from traditional into interactive approach: teaching monologue with the use of information and communication technologies

Rizakhojayeva

Akeshova

2022

Vestn. Ross. univ. družby nar., Ser. Informatiz. obraz.

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Problem and goal. In modern society, the fundamental priorities are both the continuous renewal and recreation of the language personality of students, and the necessary competencies and abilities for the practical application of what has been learned to solve urgent problems. The concept of the formation of a “secondary language personality” that currently exists in the methodology of foreign language education and training implies the unconditional presence of competencies, the key and most significant of which is communicative. The level of formation of communicative competence is determined by the presence of awareness in the perception of the socio-cultural portrait of the country of a foreign language; social, cultural and ethnic tolerance; speech etiquette and courtesy in communication; possibility of finding ways to resolve conflicts in communication. The above tasks take place to be implemented only if the educational process is created and maintained in the context of a dialogue of cultures. But it is impossible without the introduction of information and digital technologies into the educational process. The purpose of this study is to test the effectiveness and relevance of the application of various methods, techniques and exercises using information technology to develop students’ speech skills (in particular, monologue speech). Methodology. The pedagogical experiment consisted of four stages: the organization of the study, the implementation of the experiment, the identification of quantitative and qualitative characteristics of the results of experimental learning, the interpretation of the causes and factors influencing the results. Results. The performance of the experimental group is relatively higher than that of the control group. The explanation for these results can be the different degree of performance of groups, the level of motivation of students, as well as the technologies used in the learning process. The data of the study of the quality of monologue speech at the control stage (test-cut of the experimental group) compared with the indicators of the ascertaining stage increased by an average of 10% in all parameters. Conclusion. Results of the experimental and control groups prove that the quality of the classes, the introduction of innovative and information technologies, as well as the motivation of students play an important role in the process of teaching a foreign language.

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The taped monologue as narrative technique for reflective practice

Cited by 6 publications

References 7 publications

Reflection as a Way to Grapple TPACK Complexity for EFL Teachers

Reflection as a Way to Grapple TPACK Complexity for EFL Teachers

Obstacles to a Favorable Attitude Towards Reflective Practices in Preservice Teachers in Training

Shift from traditional into interactive approach: teaching monologue with the use of information and communication technologies

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