Quality self-reflection through reflection training  

Oleh:

Gun, Bahar

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: ELT Journal = English Language Teaching Journal (Full Text) vol. 65 no. 2 (Apr. 2011), page 126-135.
Topik: reflection training; teaching strategy
Fulltext: 2011.2.126-135.pdf (136.67KB)

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This research study discusses the importance of ‘reflection training’ in teacher education programmes. The main premise of the study is that although teachers are constantly encouraged to ‘reflect’ on their teaching, they are unable to do so effectively unless they are specifically trained in how to reflect (they tend to ‘react’ rather than ‘reflect’!). It is known that teachers can increase their ability to identify their strengths and weaknesses and take action towards improving themselves as better teachers when they receive feedback from different sources—for example through trainer, colleague, and learner observations—as well as from watching their own video-recorded lessons. The best results for their development are obtained when teachers are also provided with focused input sessions related to reflecting on different aspects of their classroom teaching as well as having the opportunity to watch videos of themselves teaching.

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