Pre-service teachers reflecting on their teaching practice : an action research study in a Mexican context
Studies conducted on reflection claim that when student teachers are being trained to become language teachers, reflective practice should start from the early stages. Rodman (2010) states that reflective practice helps pre-service teachers (hereafter PSTs) to actively consider and reconsider beliefs and practices that allow them to improve their ability to monitor decisions about what and how to teach. However, it has been observed in other studies (e.g. Ward and McCotter 2004) that some PSTs remain at a simple descriptive level of reflection. Kwan and Simpson (2010:417) state that this is because âreflection usually begins with an unstructured approach [âŠ] which may not enable the teacher to move from a mere âthinkingâ process to a higher level of reflection and actionâ. This thesis shows the results of an action research study developed in a public university in the state of Quintana Roo, Mexico. The outcomes in this study help to understand how collaborative reflections are produced and promoted in a Second Language Teacher Education programme. The study also provides an insight into the concerns, learning and development of Pre-service teachers in Mexico. The main goal of the study was to intervene
Chulim, Floricely Dzay
LB Theory and practice of education
Pre-service teachers reflecting on their teaching practice : an action research study in a Mexican context. Studies conducted on reflection claim that when student teachers are being trained to become language teachers, reflective practice should start from the early stages. Rodman (2010) states that reflective practice helps pre-service teachers (hereafter PSTs) to actively consider and reconsider beliefs and practices that allow them to improve their ability to monitor decisions about what and how to teach. However, it has been observed in other studies (e.g. Ward and McCotter 2004) that some PSTs remain at a simple descriptive level of reflection. Kwan and Simpson (2010:417) state that this is because âreflection usually begins with an unstructured approach [âŠ] which may not enable the teacher to move from a mere âthinkingâ process to a higher level of reflection and actionâ. This thesis shows the results of an action research study developed in a public university in the state of Quintana Roo, Mexico. The outcomes in this study help to understand how collaborative reflections are produced and promoted in a Second Language Teacher Education programme. The study also provides an insight into the concerns, learning and development of Pre-service teachers in Mexico. The main goal of the study was to intervene
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