The production of reflections has been identified as an efficient means of guiding perspective language teachers to construct meaning about their experiences and professional growth. This virtual talk will present the results of a two-year qualitative interpretive study, which examined pre-service English teachers’ reflections as part of their assessment for the completion of their training. The study focuses on two English Language Didactics courses of the program, and involves 46 pre-service secondary school English teachers who had enrolled to a Cypriot pre-service teacher training program in order to be appointed to the public school system at the end of the course. The teachers who participated in the study were provided with guided questions, and were trained in order to develop their reflective skills, and provide evidence of their capabilities and professional growth. The participants were encouraged to use various methods of delivery that could be tied to future instructional goals, such as the use of video, websites, portfolios, journals, posters, and handbooks. The presentation will highlight the contribution of these reflective tools to the teachers’ professional development and their preparation to teach. Furthermore, there will be a display of the results of the study, which suggest that the use of a reflective framework can help pre-service English language teachers actively think about their teaching, consider how they can improve, how to attend to their learners’ needs, connect theory to practice, and come to the realization of the vital role reflections play in language teaching.
Christina Nicole Giannikas, Cyprus University of Technology, Cyprus
Stream: Pre-service teacher training
This paper is part of the ACLL2019 Conference Proceedings (View)
The full paper is not available for this title