Analysis of the teaching practicum in the light of a reflective teaching approach.

dc.creatorZambrano, Lilian C.
dc.creatorInsuasty, Edgar A
dc.date.accessioned2011-10-18T15:43:42Z
dc.date.available2011-10-18T15:43:42Z
dc.date.created2011-10-18T15:43:42Z
dc.date.issued2011-10-18
dc.identifier0120-3479
dc.identifierhttps://hdl.handle.net/10893/2810
dc.description.abstractThis article reports a small-scale descriptive study on the extent to which the teaching practicum in the foreign languages program of a public university has been approached as a reflective experience. Data was collected through journal entries and questionnaires. In the analysis, several pre-categories arose which were then framed into Bartlett’s five reflective teaching categories (mapping, informing, contesting, appraising, and acting) (1994). The findings show that student teachers have not fully undertaken their teaching practicum from a reflective perspective.
dc.languageen
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectTeaching practicum
dc.subjectReflective teaching
dc.subjectDiaries
dc.titleAnalysis of the teaching practicum in the light of a reflective teaching approach.
dc.typeArtículo de revista


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