Exploring MATESOL student 'resistance' to reflection.

Autor/in	Gunn, Cindy L.
Titel	Exploring MATESOL student 'resistance' to reflection.
Quelle	In: Language teaching research, 14 (2010) 2, S. 208-223Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	Anmerkungen 1; Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	1362-1688
Schlagwörter	Empirische Forschung; Lehrerausbildung; Fremdsprachenunterricht; Englischunterricht; Hochschule; Erfahrungsbericht
Abstract	Many teacher training programs, including MATESOL programs, encourage their trainees to be reflective practitioners. The MATESOL program at The American University of Sharjah (AUS) is no exception and offers the students many opportunities for reflection. The article discusses the author's experience with a recent cohort's reaction to being asked to reflect on their own teaching and learning in the final course of the program 'ELT 619: Practicum in TESOL'. Unlike other cohorts, several students in the class were showing what seemed on the surface to the author as resistance to keeping a reflective journal and to examining their beliefs about teaching in learning in their lesson plans. Rather than deduct grades and otherwise force students into reflecting as per the course objective and assignments, the author decided to conduct an Exploratory Practice investigation of this situation and search for a greater understanding of the students' reactions and apparent resistance to the reflective assignments she gave them. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/3