Action Logs as Mediational Means for Teacher Development

Autor/in	Hooper, Daniel
Titel	Action Logs as Mediational Means for Teacher Development
Quelle	In: Language Teaching Research, 26 (2022) 5, S.1034-1046 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hooper, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820918362
Schlagwörter	Faculty Development; Feedback (Response); Student Reaction; Student Attitudes; Foreign Countries; Teacher Student Relationship; Career Change; Theory Practice Relationship; Classroom Communication; Expectation; Professional Identity; Cultural Differences; Writing (Composition); Japan + Suchen Sie Ihr Suchwort? Schülerkritik; Schülerverhalten; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Career changes; Berufswechsel; Theorie-Praxis-Beziehung; Klassengespräch; Expectancy; Erwartung; Kultureller Unterschied; Schreibübung
Abstract	In this narrative article, I document my implementation of action logs as a tool for reflective practice and teacher development as I transitioned from working in a small "eikaiwa" (English conversation) school to working in a private international university. After providing a brief description of my contextual background and how I came to start action logging, I give examples of student feedback I received and their relevance to my reflective teaching. Finally, I explain the varied ways in which I feel using action logs aided me in improving the efficacy of my classroom practice and influenced my evolving teacher identity during a stressful transition between two markedly different professional worlds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01