Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6849847 | Teaching and Teacher Education | 2018 | 10 Pages |
Abstract
This paper reports on an investigation into two pre-service teachers' reflective learning through a series of integrated and interactive tasks (i.e., collaborative lesson planning, group consultation, microteaching and videoed reflections) in a teacher education course in Hong Kong. Relying on data gathered from interviews and reflection videos and informed by a tripartite model on teacher identity in practice, discourse and activity, the study revealed how the pre-service teachers engaged in reflective practice and identity construction in the course. The paper concludes with practical implications on how to design and implement effective reflective tasks in preparing and developing competent language teachers.
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Social Sciences and Humanities
Social Sciences
Education
Authors
Rui Yuan, Pauline Mak,