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A Systemic View on Emotion and eflection in Language Teacher Education Research
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In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 270-299 (2022) (2022)
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| 2 |
TECHNOLOGY INTEGRATION IN AN INDONESIAN EFL WRITING CLASSROOM
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In: TEFLIN Journal, Vol 32, Iss 2, Pp 243-266 (2021) (2021)
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| 3 |
Beyond the endorsement of reflection in language teaching and learning
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In: Colombian Applied Linguistics Journal, Vol 21, Iss 1, Pp 42-63 (2019) (2019)
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AN INQUIRY APPROACH TO FACILITATE REFLECTION IN ACTION RESEARCH FOR ESL PRE-SERVICE TEACHERS
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In: TEFLIN Journal, Vol 30, Iss 1, Pp 1-21 (2019) (2019)
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| 5 |
Turkish EFL Instructors’ Engagement in Professional Development
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In: Eurasian Journal of Applied Linguistics, Vol 4, Iss 1, Pp 27-47 (2018) (2018)
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| 6 |
Research and reflective practice in the EFL classroom: Voices from Armenia
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In: Eurasian Journal of Applied Linguistics, Vol 2, Iss 1, Pp 31-56 (2016) (2016)
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| 7 |
La manifestación discursiva de la reflexión
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In: Linguarum Arena : Revista do Programa Doutoral em Didáctica de Línguas da Universidade do Porto, Vol 6, Pp 29-44 (2015) (2015)
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Abstract:
This article describes the communicative functions that can be identified in the discourse of language teacher training reflective portfolios. The ultimate goal is to describe possible clues to help develop reflective discourse of future users of teacher training portfolios. The study analyses a corpus of different Spanish teacher training portfolios that share a similar approach and structure. The results suggest that the reflexive discourse is manifested through various communicative functions. These are not manifested in correlative phases, but can appear in an amalgam of several communicative functions, some of which, however, may stand out by their frequency and level of explicitness.
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Keyword:
discourse; language teacher training; P1-1091; Philology. Linguistics; portfolio; reflection
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URL: https://doaj.org/article/b6f1572ac11a470ca593c3aae93861fe
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| 8 |
Teacher Self-Evaluation Models As Authentic Portfolio To Monitor Language Teachers' Performance
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In: TEFLIN Journal, Vol 15, Iss 1, Pp 91-116 (2015) (2015)
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| 9 |
Unveiling social awareness through literacy practices in an EFL class
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In: Colombian Applied Linguistics Journal, Vol 15, Iss 2, Pp 184-204 (2014) (2014)
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| 10 |
Tell-tale signs: Reflection towards the acquisition of academic discourses as second languages
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In: Stellenbosch Papers in Linguistics, Vol 43, Iss 0, Pp 45-62 (2014) (2014)
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| 11 |
REFLECTIVE TEACHING AS ALTERNATIVE ASSESSMENT IN TEACHER EDUCATION: A CASE STUDY OF PRE-SERVICE TEACHERS
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In: TEFLIN Journal, Vol 25, Iss 1, Pp 16-32 (2014) (2014)
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| 12 |
REFLECTIVE TEACHING AS ALTERNATIVE ASSESSMENT IN TEACHER EDUCATION: A CASE STUDY OF PRE-SERVICE TEACHERS
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In: TEFLIN Journal, Vol 25, Iss 1, Pp 16-32 (2014) (2014)
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| 13 |
El mejoramiento cualitativo de la escritura a partir de la metacognición
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In: Colombian Applied Linguistics Journal, Vol 12, Iss 1, Pp 54-69 (2011) (2011)
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| 14 |
A Study of the English Teaching Practice at a Language Institute
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In: Colombian Applied Linguistics Journal, Vol 0, Iss 9, Pp 126-143 (2011) (2011)
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| 15 |
A atividade de observação nas práticas de orientação a professores: uma perspectiva crítica The activity of observation in teacher development practices: a critical perspective
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In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 25, Iss 2, Pp 347-400 (2009) (2009)
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| 16 |
Sources and types of change: a study with three English teachers Fontes e tipos de mudança: um estudo com três professores de inglês
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In: Revista Brasileira de Linguística Aplicada, Vol 9, Iss 1, Pp 265-290 (2009) (2009)
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| 17 |
Through the eyes of a researcher: A school’s literacy project
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In: Colombian Applied Linguistics Journal, Vol 0, Iss 5, Pp 105-121 (2003) (2003)
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| 18 |
30 Years of TEFL/TESL: A Personal Reflection
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In: TEFLIN Journal, Vol 14, Iss 1, Pp 14-57 (2003) (2003)
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