ERIC Number: EJ1451333
Record Type: Journal
Publication Date: 2024-Dec
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-6882
EISSN: EISSN-1745-526X
Available Date: N/A
Maximizing the Potential of Reflective Practice in Pre-Service Language Teacher Education: The Issue of Authenticity
RELC Journal: A Journal of Language Teaching and Research, v55 n3 p835-846 2024
Reflective practice (RP) has been widely promoted in many second language teacher education programs to foster pre-service teachers' pedagogical competence. However, the effectiveness of RP has often been questioned and challenged due to its lack of authenticity in practice. This Viewpoint paper focuses on the issue of authenticity of RP and how it can manifest and shape the complex process of learning to teach. Specifically, the paper proposes a tentative framework with practical tools and strategies for the design and implementation of authentic RP. The framework emphasizes the "context, content," and "process" dimension of authenticity in both RP instruction and assessment, where student teachers can gradually develop their reflective abilities and learn how to integrate RP into their future classroom practice. The paper also outlines directions for future research on RP in second language teacher education.
Descriptors: Reflective Teaching, Preservice Teachers, Teacher Education Programs, Classroom Techniques, Language Teachers, Second Language Learning, Second Language Instruction, Pedagogical Content Knowledge, Guidelines, Educational Strategies, Teaching Methods, Evaluation Methods, Authentic Learning, Context Effect, Course Content
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A