Reflective practice and EFL preservice teachers’ practicum among eighth-cycle students at an Ecuadorian public university during October 2023-March 2024 semester
Reflective practice is a very important aspect in the life of a student teacher of English as a foreign language, as it helps with effective teaching and control within the classroom. However, preservice teachers may face some challenges ranging from lack of experience to misinformation on the subje...
Kaydedildi:
| Yazar: | |
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| Materyal Türü: | bachelorThesis |
| Dil: | spa |
| Baskı/Yayın Bilgisi: |
2024
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| Konular: | |
| Online Erişim: | https://dspace.unl.edu.ec/jspui/handle/123456789/30041 |
| Etiketler: |
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Etiketle | Özet: | Reflective practice is a very important aspect in the life of a student teacher of English as a foreign language, as it helps with effective teaching and control within the classroom. However, preservice teachers may face some challenges ranging from lack of experience to misinformation on the subject. Based on this, the objective of this research was to explore the reflection of preservice teachers throughout their practice, in which the preservice teachers requested that greater attention be paid to how they managed the class. For this purpose, a case study was used, analyzing the experiences of four preservice teachers who attended the eighth cycle and carried out their practicum in the Pedagogy of National and Foreign Languages undergraduate program at the National University of Loja. Likewise, a content analysis was used to evaluate the different categories: Reflection-on-action, Reflection-in-action, Reflection-for-action which evaluated with different instruments such as reflective journals, observation guides and briefing and debriefing session before and after each lesson. The findings revealed that the preservice teachers were able to evidence that in the previous classes they taught, most of the time there were no problems or anything out of the ordinary. On the other hand, reflection-in-action was evident as they constantly monitored and helped the entire class during activities and tasks. Additionally, preservice teachers applied reflection-for-action when demonstrating that to make their next classes better, they must improve student engagement through better explanation of the topic and activity design. Consequently, it is concluded that reflective practice helps us to correctly manage classes and makes things easier for students teachers. Keywords: Classroom Management, Reflection on action, Reflection in action, Reflection for action, Class Environment |
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