Pre-service and in-service EFL teachers’ levels of reflection

dc.creatorTagle Ochoa, Tania
dc.creatorPaola Alarcón Hernández, Claudio Díaz Larenas,
dc.creatorQuintana Lara, Marcela
dc.creatorRamos Leiva, Lucía
dc.creatorEtchegaray Pezo, Paulo
dc.date2019-12-21
dc.date.accessioned2022-11-05T02:25:16Z
dc.date.available2022-11-05T02:25:16Z
dc.identifierhttps://produccioncientificaluz.org/index.php/opcion/article/view/30501
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/5141228
dc.descriptionThe objective of this study is to identify the levels of reflection achieved by Chilean pre-service and in-service teachers of English based on their classroom performance. This research was qualitative and employed a case study design. The participants were 121 pre-service teachers and 54 novice in-service teachers from Chile. In order to collect data, a reflection form was completed by them. The results indicate that the participants only show a descriptive level of reflection, which is the most basic. It is suggested that English language teacher education programs promote reflection, at higher levels, in undergraduate courses of didactics and practicum.es-ES
dc.formatapplication/pdf
dc.languagespa
dc.publisherUniversidad del Zuliaes-ES
dc.relationhttps://produccioncientificaluz.org/index.php/opcion/article/view/30501/31547
dc.rightsDerechos de autor 2019 Opciónes-ES
dc.sourceOpción; Vol. 35 Núm. 90 (2019); 1402-1434es-ES
dc.source2477-9385
dc.source1012-1587
dc.subjectReflectiones-ES
dc.subjectEFLes-ES
dc.subjectLanguage teachinges-ES
dc.subjectTeacher education.es-ES
dc.titlePre-service and in-service EFL teachers’ levels of reflectiones-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typeArtículo revisado por pareses-ES


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