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TEACHERS’ PERCEPTIONS AND PRACTICES OF CRITICAL THINKING INSTRUCTION IN INDONESIAN SENIOR HIGH SCHOOLS: A CASE STUDY
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In: TEFLIN Journal, Vol 33, Iss 1, Pp 1-26 (2022) (2022)
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THE ACHIEVEMENT OF ENGLISH LANGUAGE CURRICULA FOR SECONDARY STAGE FROM THE PERSPECTIVES OF EFL TEACHERS AND SUPERVISORS IN JORDAN
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 36-47 (2021) (2021)
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Problems in Foreign Language Education in the Turkish Education System: Pre-Service Teachers’ Accounts
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 397-419 (2021) (2021)
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case study of Turkish pre-service teachers of English in an international exchange program: ELF and WE perspectives
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 435-457 (2021) (2021)
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PROMOTING PROFESSIONAL IDENTITY AMONG PRE-SERVICE ENGLISH TEACHERS THROUGH TEACHER CAMPS
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In: TEFLIN Journal, Vol 32, Iss 2, Pp 214-242 (2021) (2021)
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ENHANCING EFL TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) COMPETENCE THROUGH REFLECTIVE PRACTICE
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In: TEFLIN Journal, Vol 32, Iss 1, Pp 117-133 (2021) (2021)
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PROMOTING REFLECTIVE PRACTICE VIA THE USE OF 5-STEP COPORA REFLECTIVE MODEL: A CASE STUDY OF EAST MALAYSIAN ESL PRE-SERVICE TEACHERS
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In: TEFLIN Journal, Vol 32, Iss 1, Pp 72-96 (2021) (2021)
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Abstract:
Teachers who are reflective are found to be more able to develop themselves professionally. However, pre-service teachers were found to be in need of explicit instructions on reflective practice. This paper presents the results of an investigation on the use of the 5-step Cognition Practice Observation Reflection Action (CoPORA) reflective model among a group of Malaysian ESL pre-service teachers enrolled in an Institute of Teacher Education. A qualitative case study design was utilised, where the model was taught to a group of 13 pre-service ESL teachers who later completed the second phase of their teaching practice. The data for this study comprised the respondents’ entries in their practicum reflection forms, reflective video blogs and focus group interviews. Results showed that respondents have moved from engaging in the lower levels of reflection to a higher pedagogical reflection. They also responded favourably to the use of the 5-step CoPORA reflective model for its structured approach. Nevertheless, the respondents lamented their struggles in rationalising issues faced and in suggesting suitable solutions. It is proposed that the pre-service teachers were shown exemplars of critical reflection to help them see the level at which they ought to reflect. Alternatively, teacher educators can explore a dialogic or collaborative approach to reflection so pre-service teachers can work with one another to further develop their reflective practice.
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Keyword:
esl; Language and Literature; P; P1-1091; Philology. Linguistics; pre-service teachers; reflective model; reflective practice
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URL: https://doi.org/10.15639/teflinjournal.v32i1/72-96 https://doaj.org/article/f0e297a074f04fef824a027c3933691c
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UNDERSTANDING ENGLISH LANGUAGE TEACHERS’ VIEWS OF TEACHER RESEARCH: A REPORT FROM INDONESIA
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In: TEFLIN Journal, Vol 32, Iss 2, Pp 362-388 (2021) (2021)
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TEACHING FACTORS THAT AFFECT STUDENTS’ LEARNING MOTIVATION: BANGLADESHI EFL STUDENTS’ PERCEPTIONS
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In: TEFLIN Journal, Vol 32, Iss 2, Pp 295-315 (2021) (2021)
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The Effect of Flipped Professional Development on Novice English Teachers' Achievement
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In: Applied Linguistics Research Journal, Vol 4, Iss 5, Pp 154-167 (2020) (2020)
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Modern and Postmodern Views of Education that Shape EFL Mentoring in the Teaching Practicum
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In: Colombian Applied Linguistics Journal, Vol 22, Iss 1, Pp 55-68 (2020) (2020)
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Teachers’ reinforcement and students’ perception to the teachers in English classroom
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In: ELT Forum: Journal of English Language Teaching, Vol 9, Iss 1 (2020) (2020)
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English teachers’ methods in teaching reading comprehension of procedure text
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In: ELT Forum: Journal of English Language Teaching, Vol 9, Iss 1, Pp 75-84 (2020) (2020)
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Chinese EAP teachers’ graduate-level English academic writing instruction and their professional development
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In: Ibérica, Vol 39, Pp 141-164 (2020) (2020)
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Noise and hypertension: study of their association among female teachers
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In: Revista CEFAC, Vol 22, Iss 1 (2020) (2020)
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Conflicting Language Ideologies Concerning Bilingualism and Bilingual Education among Pre-Service Spanish Teachers in South Texas
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In: Revista Brasileira de Linguística Aplicada, Vol 20, Iss 2, Pp 325-351 (2020) (2020)
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ASSESSING ENGLISH PRE-SERVICE TEACHERS’ KNOWLEDGE BASE OF TEACHING: LINKING KNOWLEDGE AND SELF-PORTRAYAL
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In: TEFLIN Journal, Vol 31, Iss 1, Pp 108-138 (2020) (2020)
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Identity of foreign language pre-service teachers to speakers of other languages: insights from Brazil and Chile
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In: Colombian Applied Linguistics Journal, Vol 21, Iss 1, Pp 62-75 (2019) (2019)
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The professional development of English language teachers in Colombia: a review of the literature
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In: Colombian Applied Linguistics Journal, Vol 21, Iss 1, Pp 89-102 (2019) (2019)
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The Impact of Productive Discipline Strategies on Iranian EFL Learners' Second Language Anxiety and Language Achievement
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In: Applied Linguistics Research Journal, Vol 3, Iss 1, Pp 20-31 (2019) (2019)
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