Reflective Practices in Foreign Language Teacher Education: A View through Micro and Macro Windows

Autor/in	Geyer, Naomi
Titel	Reflective Practices in Foreign Language Teacher Education: A View through Micro and Macro Windows
Quelle	In: Foreign Language Annals, 41 (2008) 4, S.627-638 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/j.1944-9720.2008.tb03321.x
Schlagwörter	Teacher Education; Teacher Education Programs; Second Languages; Inquiry; Active Learning; Reflective Teaching; Teaching Assistants; Language Teachers; Professional Development; Classroom Observation Techniques; Japanese; Action Research; English (Second Language); Graduate Students; Graduate Study + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Second language; Zweitsprache; Aktives Lernen; Language teacher; Sprachunterricht; Japaner; Japanisch; Projektforschung; English as second language; English; Second Language; Englisch als Zweitsprache; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	As professional development models of teacher education that allow for self-directed, collaborative, inquiry-based learning are increasingly replacing more traditional top-down models, researchers acknowledge the impact of teachers' reflective practices. Although many different types of reflective practices are reported, the differences across such practices have rarely been discussed. This study focuses on a form of reflective practice--classroom observation--and compares graduate teaching assistants' observation of their own classroom performance through two distinct "windows"--an entire class and a targeted teacher-fronted activity--within the framework of a foreign language (Japanese) teacher education course. Both types of observation have their distinct advantages and reveal different aspects of the teaching process, as is clearly evidenced in the teaching assistants' reports. The study presents a strong rationale for incorporating both whole-class (macro) and targeted (micro) observations into teacher education programs. (Contains 4 notes and 1 table.) (As Provided).
Anmerkungen	American Council on the Teaching of Foreign Languages. 700 South Washington Street Suite 210, Alexandria, VA 22314. Tel: 703-894-2900; Fax: 703-894-2905; e-mail: headquarters@actfl.org; Web site: http://www.actfl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10