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AN INVESTIGATION INTO HOW ELT MAJORED STUDENTS LEARN TO TEACH THROUGH REFLECTIVE TEACHING / NGUYỄN QUỐC THẠCH; PHAN QUỲNH NHƯ 2022tr. ; cm.Trường Đại học Ngoại ngữ - Đại học HuếReflective teaching (RT) is widely known as an effective tool for preservice teachers to learn to teach. Given the importance of RT, this study aims to investigate how ELT-majored students perceive RT, and how RT facilitates their process of learning to teach. Mixed-methods approach was opted to collect data from 32 fourth-year ELT-majored students through three instruments, namely, reflective journals on their own and their peers’ teachings, a questionnaire, and semi-structured interviews. The findings first revealed that the students were able to identify RT’s activities, aims, as well as form of practice, and they perceived that RT would bring them many benefits, such as understanding their teaching experiences, enhancing their teaching knowledge and making plans to develop their competence. Nevertheless, challenges in RT practice including their inadequate RT knowledge, limited skills and knowledge of language teaching were also reported. Second, it was explored that students’ RT process was carried out through various activities, namely, giving and receiving feedback, observing the micro-teachings, from which they analyzed their strengths and weaknesses as well as drew on lessons in classroom management, lesson plan, and teaching skills. Moreover, the findings also indicated that through writing reflective journals, most of the students could better their understanding of the teaching performance, promoting their insights of language teaching theories, however, they encountered challenges in spending too much time and effort to write the reflective journals and having limited skills of evaluating the teaching performance. Accordingly, a number of pedagogical implications are proposed to optimize the effectiveness of the students’ RT.
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Tài liệu số:1
(Lượt truy cập:108)
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