The Taped Monologue as Narrative Technique for Reflective Practice

Autor/in	Ford, Keith
Titel	The Taped Monologue as Narrative Technique for Reflective Practice
Quelle	In: ELT Journal, 70 (2016) 3, S.253-260 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccv079
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Reflective Teaching; Critical Incidents Method; Faculty Development; Language Teachers; Teacher Attitudes; Personal Narratives; Interviews; Observation; Peer Groups; Professional Identity + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Lehrerverhalten; Erlebniserzählung; Interviewing; Interviewtechnik; Beobachtung; Gleichaltrigengruppe; Peer Group
Abstract	In this article, I describe how an EFL teacher engaged in a process of reflective practice. As she looked back on her teaching career, she explored the critical incidents, principles, and practices that have informed her present teaching identity. I focus on how a taped monologue narrative technique was used, and on the rationale, practice, and outcomes of this technique. The participant gave a post-monologue interview about her reflections on taking part in this process, and some of her responses are included in the article. Given the positive outcome of using this taped monologue technique, I suggest that it could be used as part of a process of professional development and reflective practice between trusted teaching colleagues as an alternative or in addition to peer-observation practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01