Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The significance of reflective practice (RP) has been widely recognized in both general education and language education. The past years have witnessed an exponential growth of studies in examining how technology can be utilized to promote teachers’ RP and video-based RP has been extensively reported as a powerful tool for teacher learning in many educational contexts. While existing literature has documented the potential benefits that student teachers may reap from video-based RP, there is a lack of attention to the complex interplay between the process of their RP and the contextual factors in their situated learning environment. This article reports on a study which aims to promote video-based RP among student teachers in a pre-service language teacher education course in Hong Kong. Drawing on data from post-course interviews with...

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Tipo: artículo

Metodología: estudio empírico

Temas: formación de profesores

Resumen:

This article reports a classroom-based inquiry in which a group of pre-service language teachers were guided to engage in a lesson study project focusing on the incorporation of the framework of big ideas into language teaching. Specifically, the study zooms in on the student teachers’ exercise and development of critical thinking (CT) through the lesson study process. Relying on data from semi-structured interviews and classroom artifacts, the findings reveal that the introduction of big ideas in lesson study served as a crucial knowledge base for the participants’ pedagogical sense-making, thus contributing to their CT. The process of lesson study, characterized by a progressive structure, tailored scaffolding, and constructive feedback, also facilitated their development of CT skills and dispositions, which in turn contributed to...

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