Reflective practice : a case study of four pre-service teachers of english
Cargando...
Archivos
Fecha
2016
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en_US
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Este estudio examina las reflexiones de cuatro profesores universitarios de pedagogía en inglés de una universidad privada durante un período de práctica. El foco de la investigación son los procesos formales de reflexión introducidos para determinar el nivel de reflexión en función de actividades planificadas y las influencias durante el periodo de práctica. Es un estudio de caso cualitativo llevado a cabo durante un período de siete semanas de práctica en enseñanza básica. Que implicó la recolección de datos a través de entrevistas con un protocolo de evocación estimulada y grupos de discusión. Tomando aspectos amplios de la Teoría de la Actividad Histórica Cultural, los distintos niveles de reflexión en-sobre-para la acción realizados por profesores novatos son examinados. Los hallazgos sugieren la presencia patente de reflexiones a nivel descriptivo. Los participantes consideran temas como: características de la enseñanza; creencias sobre los alumnos, ser profesor y enseñar; emociones y el contexto en el cual se da la práctica. La práctica reflexiva ha demostrado que realza el proceso de aprender a enseñar, por lo tanto se hacen sugerencias para futuros estudios en este campo.
This study examines the reflections of four university based pre-service teachers of English undertaking a practicum. The focus of the research is formal reflective processes introduced to explore the levels of reflections made in relation to activities planned and the influences on their teaching practice. This is a qualitative case study that comprised a seven - week intervention in which interviews with a stimulated recall protocol and group discussions prompted pre-service teachers’ reflection on their practicum experience. Drawing broadly on a Cultural historical activity theory perspective, the different levels of reflection (in-on-for action) undertaken by the pre-service teachers are examined. Findings suggest that the pre-service teachers’ levels of reflections are mostly descriptive. Participants’ reflections focus most on: features of teaching; beliefs about students, being teachers and teaching; emotions and the settings involved in the practicum. Reflective practice has shown that it can enhance the process of learning to teach and thus suggestions are made for future studies in this field.
This study examines the reflections of four university based pre-service teachers of English undertaking a practicum. The focus of the research is formal reflective processes introduced to explore the levels of reflections made in relation to activities planned and the influences on their teaching practice. This is a qualitative case study that comprised a seven - week intervention in which interviews with a stimulated recall protocol and group discussions prompted pre-service teachers’ reflection on their practicum experience. Drawing broadly on a Cultural historical activity theory perspective, the different levels of reflection (in-on-for action) undertaken by the pre-service teachers are examined. Findings suggest that the pre-service teachers’ levels of reflections are mostly descriptive. Participants’ reflections focus most on: features of teaching; beliefs about students, being teachers and teaching; emotions and the settings involved in the practicum. Reflective practice has shown that it can enhance the process of learning to teach and thus suggestions are made for future studies in this field.
Notas
Tesis (Magíster en Enseñanza del Inglés como Idioma Extranjero)
Palabras clave
Prácticas de la Enseñanza (Estudio de Casos), Profesores de Inglés (Chile), Enseñanza Reflexiva