Training English Language Student Teachers to Become Reflective Teachers

Autor/inn/en	Al-Issa, Ali; Al-Bulushi, Ali
Titel	Training English Language Student Teachers to Become Reflective Teachers
Quelle	In: Australian Journal of Teacher Education, 35 (2010) 4, S.41-64 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Preservice Teacher Education; Student Teachers; Reflective Teaching; English (Second Language); Second Language Instruction; Language Teachers; Teaching Methods; Teacher Educators; Student Teacher Supervisors; Teacher Attitudes; Student Attitudes; Teacher Behavior; Teacher Surveys; Student Surveys; Questionnaires; Teacher Role; Educational Strategies; Oman + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Education; Lehrerbildung; Lehrerverhalten; Schülerverhalten; Teacher behaviour; Schülerbefragung; Fragebogen; Lehrerrolle; Lehrstrategie
Abstract	Reflective teaching practice has become a central theme in professional growth at the pre-service teacher education level almost everywhere. English language teaching (ELT) teacher trainers, like any other teacher trainers, have a powerful role to play in fostering reflection in their student teachers through the approaches and strategies they incorporate in their training, which can have implications related to the perceived worth of reflective practice. This quantitative study describes the responses of 90 final-year ELT student teachers and eight of their trainers at Sultan Qaboos University in the Sultanate of Oman, to a survey about the roles, approaches and strategies used to help the student teachers to reflect on their teaching. The results show that while the trainers have helped their student teachers to develop as reflective teachers, there are certain practices and aspects adopted by the trainers that need to be reconsidered, as they can have negative implications for teacher preparation. (Contains 10 figures.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ajte.education.ecu.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10