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:: دوره 21، شماره 1 - ( 1-1397 ) ::
جلد 21 شماره 1 صفحات 1-27 برگشت به فهرست نسخه ها
Evaluating Recall and Reflection Journals Written by Pre-Service Teachers in EFL Practicum Courses
Katayoon Afzali
چکیده:   (208 مشاهده)
 In view of the fact that pre-service teachers’ critical reflection through evaluating teaching activity of their peers is an important part of practicum activity, the current study aimed to analyze the recall and reflection journals written by pre-service teachers to identify and evaluate the discoursal features of their journals. To this end, a total of 272 recall and reflection journals written by pre-service teachers were analyzed on the basis of Hiebert, Morris, Berk, and Jansen's (2007) framework for analyzing their teaching practices. The findings indicated that the discourse of recall and reflection journals written by pre-service teachers is affective and descriptive rather than critical. Pre-service teachers predominantly ignore learners in writing their reflection journals. The findings of this study pointed to the need for explicit instruction of the discoursal features of reflection in teacher education classes. Therefore, teacher educators should help pre-service teachers to develop effective reflective discourse in practicum courses.
واژه‌های کلیدی: Practicum Course، Discoursal features، Recall and reflection journals، Teacher education
متن کامل [PDF 466 kb]   (191 دریافت)    
نوع مطالعه: پژوهشي | موضوع مقاله: تخصصي
دریافت: ۱۳۹۶/۵/۲۹ | پذیرش: ۱۳۹۶/۱۰/۲۲
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Afzali K. Evaluating Recall and Reflection Journals Written by Pre-Service Teachers in EFL Practicum Courses. IJAL. 2018; 21 (1) :1-27
URL: http://ijal.khu.ac.ir/article-1-2851-fa.html

Afzali Katayoon. Evaluating Recall and Reflection Journals Written by Pre-Service Teachers in EFL Practicum Courses. زبانشناسی کاربردی. 1397; 21 (1) :1-27

URL: http://ijal.khu.ac.ir/article-1-2851-fa.html



دوره 21، شماره 1 - ( 1-1397 ) برگشت به فهرست نسخه ها
Iranian Journal of Applied Linguistics
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