Reflectivity in reflective practice: A case of EFL student teachers in practicum
Publish Year: 1401
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_ELT-14-30_016
تاریخ نمایه سازی: 10 دی 1401
Abstract:
The epistemological tenets of sociocultural theory view teacher professional development as a continuous and reflective analysis of pedagogical practices and learner development. Accordingly, inquiry-based approaches to teacher professional development and specifically reflective journals can be an asset for teachers, in their endeavor for self-empowerment, by creating a mediational space in which they can exercise their agency and achieve more productive instructional practices. The purpose of this longitudinal study was to investigate the professional development of ten Iranian EFL student teachers through narrative inquiry, “which is conducted for and by the teacher” during one year of attending practicum. To this end, ۱۰۰ reflective writings of ۱۰ EFL student teachers, which were written during one year, were analyzed based on three functions of narratives as “externalization”, “verbalization” and “systematic examination” (Johnson & Golombek, ۲۰۱۱). The results indicated the importance of narrative inquiry in the development of the professional identity of student teachers. The results also implied the value of responsive mediation in L۲ teacher education.
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Authors
Najmeh Pourjafarian
English Language & Literature Department, University of Shiraz, Shiraz, Iran.
Rahman Sahragard
English Language & Literature Department, University of Shiraz, Shiraz, Iran.
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