Reflective practice in an EFL teacher development group  

Oleh:

Farrell, T.S.C.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: SYSTEM: An International Journal of Educational Technology and Applied Linguistics (Full Text) vol. 27 no. 2 (Jun. 1999), page 157-172.
Topik: Reflection and English language teaching; Teacher development; Teacher beliefs
Fulltext: Farrell_T.S.C.pdf (112.99KB)

Isi artikel

Abstract Reflective practice is becoming an important feature of ESL/EFL teacher education pro- grams worldwide. One way that may promote reflective practice for English as a foreign language (EFL) teachers is the formation of teacher development groups. This study sought to investigate in what ways regular group discussion promotes re¯ective thinking. The study focused on three experienced EFL teachers in Korea who came together in weekly meetings to re¯ect on their work. The study examined: (1) what the teachers talked about in the group discussions; (2) whether the level of re¯ection was descriptive or critical; and (3) did this re¯ection develop over time? The group discussions were audio-taped and coded according to the topics they talked about, and these topics served as a measure of critical re¯ectivity. Results showed that: (1) the teachers talked about their personal theories of teaching and the problems faced in their teaching; and (2) all three teachers were reflective, to a certain extent, in their orientation to teaching, although they varied in their degree of reflectivity in each or all of the categories. Implications for the use of teacher development groups as a means to promote critical reflection for ESL/EFL teachers are discussed.

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