Reflective practice in a pre-service teacher education program for high school English teachers in Taiwan, ROC

Liou, Hsien‐Chin

doi:10.1016/s0346-251x(01)00011-2

Cited by 59 publications

(54 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The method used for the identification of the themes and their analysis was an adaptation of the procedures used by Liou (2001). The themes emerged from the participants' answers and coincided, for the most part -as expected and natural -with the course topics.…”

Section: Data Collection and Analysismentioning

confidence: 99%

“… Pre-service teachers (Brown 2006, Cole et al 1998, Farrell 2008, Flowerdew 1998, Kwo 1996, Lee 2007and Liou 2000)  In-service teachers (Farrell 1998, Farrell 2006, Farrell 2011, Geyer 2008, Lee 2010, McDonough 2006, Numrich 1996and Stanley 1998)  Novice teachers (Farrell 2011, McDonough 2006and Numrich 1996  Experienced teachers (Farrell 2006, Lazaraton and Ishihara 2005and Stanley 1998)  Native-speaking teachers of the target language (Farrell 1998 andNumrich 1996)  Non-native speaking teachers (Farrell 1998, Farrell 2006and Liou 2001  Teachers in foreign language contexts (Farrell 1998, Farrell 2006, Farrell 2011and Flowerdew 1998)  Teachers in second language contexts (McDonough 2006, Numrich 1996and Stanley 1998)  Teachers in a TESOL methodology course (Borg 2011, Cole et al 1998, Farrell 2008, Flowerdew 1998, Geyer 2008, Kwo 1996, Lazaraton and Ishihara 2005, Lee 2007, Lee 2010…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Intensive Reflection in Teacher Training: What is it Good For?

Ene

Riddlebarger

2015

JOAW

View full text Add to dashboard Cite

The merits of reflective exercises in teacher training are well known. Reflection through journals, surveys/questionnaires, action research, or supervised teaching and classroom discussion creates opportunities for teachers in training to think critically of what they do in their classes, why they do it, and how they could improve. Sometimes, however, teacher training programs may not be ideally positioned to offer novice student teachers (NSTs) the most extensive and coordinated opportunities for teaching, observation, and reflection. The current study examines the usefulness of an intensive reflective exercise realized as a two-question questionnaire used in a Second Language Writing (SLW) course. The findings indicate that the questionnaire was useful in eliciting a fair amount of critical thinking and integration of prior knowledge, new content, and personal experience. For the teacher trainer, it worked as a tool for assessing student learning and planning lessons. The study reflects on the limitations of the intensive reflection exercise applied in it (such as brevity and isolation from other assignments), and makes pedagogical recommendations for future implementation.

show abstract

Section: Data Collection and Analysismentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Intensive Reflection in Teacher Training: What is it Good For?

Ene

Riddlebarger

2015

JOAW

View full text Add to dashboard Cite

show abstract

“…This development is reflected in the 2002 Program Standards for the Preparation of Foreign Language Teachers (American Council on the Teaching of Foreign Languages, 2002), where ACTFL emphasized the importance of providing future teachers with opportunities to experience computer-enhanced instruction in order to use new technologies for their own teaching. In addition, CMC has been implemented in teacher training to provide an interactive venue for reflection and critical thinking on the one hand and collegial support, advice, and mentoring on the other (Bonk, Hansen, Grabner-Hagen, Lazar, & Mirabelli, 1996;Kamhi-Stein, 2000;Liou, 2001;Pawan, Paulus, Yalcin, & Chang, 2003).…”

Section: Introductionmentioning

confidence: 99%

Using Computer-mediated Communication to Establish Social and Supportive Environments in Teacher Education

Arnold¹,

Ducate²,

Lomicka³

et al. 2013

CALICO

View full text Add to dashboard Cite

This article examines social presence in virtual asynchronous learning communities among foreign language teachers. We present the findings of two studies investigating cross-institutional asynchronous forums created to engage participants in online dialogues regarding their foreign language teacher preparation experiences in and out of the classroom. Both studies took place during Fall 2003 and were conducted between first-time teacher/graduate students in four methodology courses at three large state universities. In the first study, students participated in weekly online exchanges in the form of dialogue journals for reflective teaching. In the second study, students were provided with specific topics to address using a discussion board, related both to theoretical language learning issues as well as pedagogical classroom-related concerns. The data analyzed here consist of the contributions and responses submitted by all participants on their respective online forums. We analyze these data qualitatively using Rourke, Anderson, Garrison, and Archer's (2001) framework in order to gain a better understanding of the element of social presence-specifically affective, interactive, and cohesive indicators as they occur during asynchronous online discussion. This study marks an important contribution to the literature as it examines how virtual discussion takes shape, how the notion of social presence is defined in these foreign language teacher communities, as well as the implications for language teacher education in computer-mediated communication.

show abstract

“…Moreover, reflective learning aims to develop life-long learning skills by using learners' prior knowledge and enabling them to gain new experiences. Within the last 20 years, the literature on reflection abounds with examples of discussions on reflection developing learners' skills and promoting a deeper understanding [29]; a researcher [30] draws attention to teacher training, claiming that reflective tasks are a prominent paradigm in teacher training. Along similar lines, a researcher [31] explains that with this model of teaching, teachers are also able to discover their own methods and restructure their own knowledge.…”

Section: Reflective Thinkingmentioning

confidence: 99%

“…In addition to this, some researchers [32] report that the reflective teaching method will enable teachers to be analytical of their own teaching methods, and thus, will help them gain the experience of improving their teaching methods. It is supported by a researcher [30] who states reflective methods raise teachers' awareness of teaching, and therefore, have a positive influence on teaching methods. Authors in an article [33] point out that it is highly important for students that teachers use reflective methods in the classroom; yet, add that reflective thinking is a challenging skill for students to achieve.…”

Section: Reflective Thinkingmentioning

confidence: 99%

An Emerging Technology: Augmented Reality to Promote Learning

Özdamlı¹,

Hürsen²

2017

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

Abstract-This study aims to determine the benefits and limitations of AR applications in computer hardware education, when used as a supplementary technology, as well as examining their impact on reflective thinking skills. The study was designed according to pre-test post-test research model with experimental and control groups. The teacher candidates studied the 3D visuals both in and out of the classroom by scanning the markers in their books. In addition, they watched educational animations and videos on required subjects. As a result, in this study where Augmented Reality applications assisted with reflective learning skills were implemented in a computer hardware course, teacher candidates generally reported positive views and suggestions regarding AR applications.Keywords-Augmented reality, reflective learning, hardware course, teacher candidates IntroductionAlthough traditional teaching methods have produced many successful outcomes, nowadays educational institutions are in search of methods which will improve students' intellectual capacities and their learning experiences [1]. Nincarean, Alia, Halim, & Rahman [2] state that even though existing methods work, there is an increasing interest among both educators and researchers to examine more practical methods, particularly since the proliferation of technology and its integration into education gained significance. The manifestation of digital technology has resulted in an escalation in the use of e-learning in higher education. Mayer [3], a supporter of the multimedia theory, states that presenting texts together with visuals enables students to form both verbal and cognitive models and also a connection between the two. Emerging tools, social media and virtual environments are providing both students and educators with the opportunity to create new learning environments [4]. The current developments in technology have had a positive impact on the interaction of media content and the quality of learning platforms; thus, there has been an immense increase in the usage of e-learning tools. In fact, technology has become integrated into education and the results have a positive impact on the teaching-learning process [5]. Moreover, previous studies show that technology-assisted learning creates a more iJET

show abstract

Reflective practice in a pre-service teacher education program for high school English teachers in Taiwan, ROC

Cited by 59 publications

References 9 publications

Intensive Reflection in Teacher Training: What is it Good For?

Intensive Reflection in Teacher Training: What is it Good For?

Using Computer-mediated Communication to Establish Social and Supportive Environments in Teacher Education

An Emerging Technology: Augmented Reality to Promote Learning

Contact Info

Product

Resources

About