Facilitating the Development of Pre-Service Teachers as Reflective Learners: A Malaysian Experience

Autor/in	Too, Wei Keong
Titel	Facilitating the Development of Pre-Service Teachers as Reflective Learners: A Malaysian Experience
Quelle	In: Language Learning Journal, 41 (2013) 2, S.161-174 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2013.790131
Schlagwörter	Guidelines; Foreign Countries; Preservice Teachers; Outcomes of Education; Student Attitudes; Reflection; Computer Mediated Communication; Electronic Publishing; Preservice Teacher Education; Teaching Methods; English (Second Language); Second Language Instruction; Second Language Learning; Language Teachers; Literature; Diaries; Semi Structured Interviews; Group Discussion; Malaysia + Suchen Sie Ihr Suchwort? Richtlinien; Ausland; Lernleistung; Schulerfolg; Schülerverhalten; Computerkonferenz; Elektronisches Publizieren; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Literatur; Diary; Tagebuch; Gruppendiskussion
Abstract	Studies of reflective practices among pre-service teachers focus mostly on teaching practice and very rarely on the acquisition of academic knowledge. The aim of this study was to examine the reflections of 25 pre-service teachers in online forums and weblogs focused on their learning in two literary pedagogical courses. A total of 97 online forum entries and 189 weblog entries were analysed. Semi-structured interviews and document analysis were also undertaken. A five-level framework for reflection in response to a literary text was derived from the reflective entries. Although this study indicated a positive outcome in reflective quality, the number of reflections at the highest level of reflection (Transformation) was low. It is suggested that the mixed outcomes of the project were related in part to the mismatch of syllabi and learning outcomes, and the medium of reflection (online forums and weblogs). (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10