期刊
TEACHING AND TEACHER EDUCATION
卷 74, 期 -, 页码 205-214出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2018.05.009
关键词
Teacher'reflection; Teacher identity; Pre-service language teachers
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. (C) 2018 Elsevier Ltd. All rights reserved.
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