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V. Alvarado Gutiérrez, María, A. Neira Adasme, Mónica, Westmacott, Anne. (1398). Collaborative Reflective Practice: Its Influence on Pre- service EFL Teachers’ Emerging Professional Identities. پژوهش های میوه کاری, 7(Issue 3 (Special Issue)), 53-70. doi: 10.30466/ijltr.2019.120736
María V. Alvarado Gutiérrez; Mónica A. Neira Adasme; Anne Westmacott. "Collaborative Reflective Practice: Its Influence on Pre- service EFL Teachers’ Emerging Professional Identities". پژوهش های میوه کاری, 7, Issue 3 (Special Issue), 1398, 53-70. doi: 10.30466/ijltr.2019.120736
V. Alvarado Gutiérrez, María, A. Neira Adasme, Mónica, Westmacott, Anne. (1398). 'Collaborative Reflective Practice: Its Influence on Pre- service EFL Teachers’ Emerging Professional Identities', پژوهش های میوه کاری, 7(Issue 3 (Special Issue)), pp. 53-70. doi: 10.30466/ijltr.2019.120736
V. Alvarado Gutiérrez, María, A. Neira Adasme, Mónica, Westmacott, Anne. Collaborative Reflective Practice: Its Influence on Pre- service EFL Teachers’ Emerging Professional Identities. پژوهش های میوه کاری, 1398; 7(Issue 3 (Special Issue)): 53-70. doi: 10.30466/ijltr.2019.120736

Collaborative Reflective Practice: Its Influence on Pre- service EFL Teachers’ Emerging Professional Identities

Iranian Journal of Language Teaching Research
مقاله 5، دوره 7، Issue 3 (Special Issue)، دی 2019، صفحه 53-70    اصل مقاله (1.24 M)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2019.120736
نویسندگان
María V. Alvarado Gutiérrez* 1؛ Mónica A. Neira Adasme1؛ Anne Westmacott2
1Universidad de Tarapacá
2Universidad Chileno-Británica de Cultura & Universidad de los Andes
چکیده
This paper presents an action research study conducted to explore how to strengthen pre-service EFL teacher professional identities through reflective practice at a university in the north of Chile. A 10- week workshop was developed to introduce participants to reflective practice as they took their extended teaching practicum. Reflections were fostered through an approach that was structured, conversational and collaborative. Qualitative data about the 12 participants’ perceptions of the workshop were gathered using a focus group discussion. The hybrid thematic analysis of their responses indicated that participants’ emerging teacher professional identities were strengthened in three highly relevant ways: participants developed confidence in their ability to problem-solve, their appreciation of collaboration grew, and they became more aware of the need for teachers to change. The conclusions and implications drawn may be of use to teacher educators in other contexts who are considering how to foster professional identity through reflective practice in pre-service teachers.
کلیدواژه‌ها
collaborative reflective practice؛ pre-service teacher identity؛ action research؛ pre-service teacher education
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