Critical Reflection in a TESL Course: Mapping Conceptual Change

Autor/in	Farrell, Thomas S. C.
Titel	Critical Reflection in a TESL Course: Mapping Conceptual Change
Quelle	In: ELT Journal, 63 (2009) 3, S.221-229 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccn058
Schlagwörter	Concept Mapping; Maps; Foreign Countries; Teacher Educators; English (Second Language); English Instruction; Interviews; Student Attitudes; Feedback (Response); Preservice Teachers; Preservice Teacher Education; Canada + Suchen Sie Ihr Suchwort? Concept Map; Map; Karte; Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; English as second language; English; Second Language; Englisch als Zweitsprache; English langauage lessons; Englischunterricht; Interviewing; Interviewtechnik; Schülerverhalten; Lehramtsstudiengang; Kanada
Abstract	How can teacher educators gauge what participants have learnt after taking a course in teaching English as a second language (TESL)? One method that can help both language teacher educators and their students trace conceptual changes as a result of taking a course is the use of concept maps. This paper examines the conceptual changes of a group of MA participants in Canada as a result of taking a TESL course. Pre-course and post-course concept maps were elicited from the participants who were also asked to write short descriptions of changes (and the reasons for these changes) they observed between their pre- and post-course maps. Participants were also interviewed about the contents of their individual concept map and their perceptions of the course. Results indicate that the course had some impact on the participants' prior beliefs and that a concept map may be a useful tool for tracing conceptual change. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10