Training English Language Student Teachers to Become Reflective Teachers

Al-Issa, Ali; Al-Bulushi, Ali

doi:10.14221/ajte.2010v35n4.4

Cited by 29 publications

(12 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Through the years, different strategies to foster an effective reflection have been implemented. As cited by Al-Issa & Al-Bulushi (2010), there are many strategies and approaches that can be used to develop a successful reflective practice such as: Journals, narratives, diaries and notes (Bailey, 1990;Farrell, 2003;Hatton & Smith, 1995;Richards, 1992;Thorne & Qiang, 1996), autobiography (Pennington, 1992& Richards, 1992, teaching portfolios (Bullock & Hawk, 2001), action research (Gebhard, 1998), practical experience (Hatton & Smith, 1995), collaborative talk (Farrell, 1999) and self-observation and observation of other teachers (Farrell, 2003;Gebhard, 1998Gebhard, , 2005Richards & Farrell, 2005) (p.45).…”

Section: Margaret Wheatleymentioning

confidence: 99%

Impact of pedagogical reflection in the teaching practicum from Caquetá practitioners` perspective: a literature review

Garzón

2018

REVEDUHUMANISMO

View full text Add to dashboard Cite

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.Keywords: English language teaching, pedagogical reflection, practitioners, today world, transformative teaching. ResumenObjetivo: Abordar la reflexión pedagógica experimentada en la práctica pedagógica del programa Enseñanza del Idioma Inglés (ELT) en la universidad de la Amazonia, con el fin de resaltar la importancia e influencia de la misma en la potencialización de los procesos de enseñanza-aprendizaje de los practicantes. Método: el tipo de investigación que se utilizó fue cualitativa, la cual se llevó a cabo a través de una búsqueda sistemática y permitió descubrir doce (12) estudios publicados desde 2009 hasta 2016, en los que se hallaron una serie de factores involucrados en el proceso de reflexión; a) habilidades adquiridas a través de la práctica reflexiva, b) las estrategias utilizadas para reflexionar, c) aspectos culturales como predictores para la preparación tanto de los practicantes como de las clases y d) las implicaciones del mundo moderno en la enseñanza. Resultados: Los resultados mostraron que la práctica reflexiva desempeña un papel importante cuando los profesionales en formación comienzan a explorar el campo educativo debido a que les ayuda a involucrarse en un proceso de aprendizaje constante. Conclusión: La investigación concluyó que la práctica reflexiva conlleva a los practicantes a ser críticos, auténticos, transformadores y autoconscientes de los desafíos del campo educativo.Palabras clave: Enseñanza del inglés, reflexión pedagógica, practicantes, mundo actual, enseñanza transformadora.

show abstract

Section: Margaret Wheatleymentioning

confidence: 99%

Impact of pedagogical reflection in the teaching practicum from Caquetá practitioners` perspective: a literature review

Garzón

2018

REVEDUHUMANISMO

View full text Add to dashboard Cite

show abstract

“…Moreover, the fact that both student and teacher participants did not believe the use of supplementary materials to be of much importance in Omani high schools could be argued to result from a highly centralized and bureaucratic approach to English language instruction in the government school system that tends to focus on following the writ of the teacher's edition at the cost of instructor flexibility (Al-Alawi, 1994;Al-Issa & Al-Bulushi, 2010). Although the ministryproduced textbooks have been reported to be somewhat effective in helping learners develop their English-language competencies (Abdenacer, 2006;Al-Issa & Al-Bulushi, 2012;Al-Mahrooqi, Denman, & Al-Maamari, 2015), it could be argued that an unwavering adherence to these books alone may deny the teacher the opportunity to allow their learners to determine the course of the lesson in a more learner-centered approach while also preventing the teacher from identifying limitations in the textbooks that could be addressed through the use of supplementary materials.…”

Section: Section I: Background Informationmentioning

confidence: 99%

Characteristics of a Good EFL Teacher

et al. 2015

View full text Add to dashboard Cite

Researchers have long been interested in the characteristics associated with "good" teaching. However, most relevant studies have been conducted in Western contexts. As cultural background has a strong influence on the way good teaching is perceived, it was considered important to explore this issue in the Arab Gulf. The current study sought to compare Omani school students' and teachers' perceptions of the characteristics of good English as a foreign language (EFL) teachers in the Omani context. To achieve this, 171 Omani students and 233 English teachers responded to a seven-category, 68-item questionnaire utilizing a 4-point Likert-type response key. Descriptive statistics and t tests were used to determine perceptions of good teacher characteristics and differences between students' and teachers' responses. Results indicate that Omani students and teachers generally agree about the importance of all characteristic categories, with those related to English language proficiency and treating students equally being of special importance. Participants also agreed that knowledge of Western culture/s and the use of technology were relatively unimportant. Implications of these findings for EFL teaching in Oman are discussed.

show abstract

“…They could diagnose and understand their classroom contexts and students' learning better, put their students' learning at the heart of the teaching-learning process, develop a rationale for their teaching and take informed specific actions and make sound decisions in the classroom (Al-Issa, 2002). The observations have also generate a reciprocal benefit for both the observed and the observing teachers (Al-Issa et al, 2010).…”

Section: Assessment Toward Teaching Strategiesmentioning

confidence: 99%

Fieldwork: What Do TESL Trainee Teachers Benefit?

Othman¹,

Mohamad²,

Hussin³

et al. 2016

View full text Add to dashboard Cite

How does real classroom experience provide essential experience for TESL trainee teachers? This paper illustrates the experience gained by TESL trainee teachers through classroom observation and in-depth interviews with the observed teachers. This study was conducted to fifteen secondyear TESL trainee teachers from the education faculty of University Kebangsaan Malaysia (UKM) who enrolled in the curriculum and pedagogy course. The trainee teachers observed and reflect teachers' teaching in schools. The findings showed that classroom observation is an important element in teacher training. It improves teacher trainees' knowledge of the job scope for English teachers at secondary level in Malaysia. Moreover, it could give them some clues and serve as guidelines on how to relate the lessons learned in the university to the real teaching practices. The findings could also help teacher training institutions to provide trainee teachers with pertinent information, knowledge and relevant skills to be effective and dynamic teachers.

show abstract

Training English Language Student Teachers to Become Reflective Teachers

Cited by 29 publications

References 29 publications

Impact of pedagogical reflection in the teaching practicum from Caquetá practitioners` perspective: a literature review

Impact of pedagogical reflection in the teaching practicum from Caquetá practitioners` perspective: a literature review

Characteristics of a Good EFL Teacher

Fieldwork: What Do TESL Trainee Teachers Benefit?

Contact Info

Product

Resources

About