Collaborative Reflective Practice: Its Influence on Preservice EFL Teachers’ Emerging Professional Identities
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 the...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Urmia University
2019-10-01
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| Series: | Iranian Journal of Language Teaching Research |
| Subjects: | |
| Online Access: | http://ijltr.urmia.ac.ir/article_120736_30e5008c0b7750e5e20c0b0301e0997e.pdf |
| _version_ | 1818213666036645888 |
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| author | María V. Alvarado Gutiérrez Mónica A. Neira Adasme Anne Westmacott |
| author_facet | María V. Alvarado Gutiérrez Mónica A. Neira Adasme Anne Westmacott |
| author_sort | María V. Alvarado Gutiérrez |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-12T06:07:55Z |
| format | Article |
| id | doaj.art-3848fa3883fd4f499db086991b4d2086 |
| institution | Directory Open Access Journal |
| issn | 2322-1291 2322-1291 |
| language | English |
| last_indexed | 2024-12-12T06:07:55Z |
| publishDate | 2019-10-01 |
| publisher | Urmia University |
| record_format | Article |
| series | Iranian Journal of Language Teaching Research |
| spelling | doaj.art-3848fa3883fd4f499db086991b4d20862022-12-22T00:35:14ZengUrmia UniversityIranian Journal of Language Teaching Research2322-12912322-12912019-10-01735370Collaborative Reflective Practice: Its Influence on Preservice EFL Teachers’ Emerging Professional IdentitiesMaría V. Alvarado Gutiérrez0Mónica A. Neira Adasme1Anne Westmacott2Universidad de TarapacáUniversidad de TarapacáUniversidad Chileno-Británica de Cultura & Universidad de los AndesThis 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.http://ijltr.urmia.ac.ir/article_120736_30e5008c0b7750e5e20c0b0301e0997e.pdfcollaborative reflective practicepre-service teacher identityaction researchpre-service teacher education |
| spellingShingle | María V. Alvarado Gutiérrez Mónica A. Neira Adasme Anne Westmacott Collaborative Reflective Practice: Its Influence on Preservice EFL Teachers’ Emerging Professional Identities Iranian Journal of Language Teaching Research collaborative reflective practice pre-service teacher identity action research pre-service teacher education |
| title | Collaborative Reflective Practice: Its Influence on Preservice EFL Teachers’ Emerging Professional Identities |
| title_full | Collaborative Reflective Practice: Its Influence on Preservice EFL Teachers’ Emerging Professional Identities |
| title_fullStr | Collaborative Reflective Practice: Its Influence on Preservice EFL Teachers’ Emerging Professional Identities |
| title_full_unstemmed | Collaborative Reflective Practice: Its Influence on Preservice EFL Teachers’ Emerging Professional Identities |
| title_short | Collaborative Reflective Practice: Its Influence on Preservice EFL Teachers’ Emerging Professional Identities |
| title_sort | collaborative reflective practice its influence on preservice efl teachers emerging professional identities |
| topic | collaborative reflective practice pre-service teacher identity action research pre-service teacher education |
| url | http://ijltr.urmia.ac.ir/article_120736_30e5008c0b7750e5e20c0b0301e0997e.pdf |
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