Promoting Prospective TESOL Educators' Critical Reflection Through the 4D Framework

2022 ◽  
pp. 305-324
Author(s):  
Ni Yin ◽  
Xiaodi Sun ◽  
Chuqi Wang
Keyword(s):  
Teacher Education ◽  
Critical Reflection ◽  
Teaching Skills ◽  
Educational Justice ◽  
Teaching English ◽  
English Teaching ◽  
Speakers Of Other Languages ◽  
Just Society ◽  
High Level

Within the field of teacher education, the significance of promoting critical reflection is highlighted by scholars because it is generally believed that teachers engaging in critical reflection are more able to examine bias, challenge embedded assumptions, and take actions toward educational justice. In the field of teaching English to speakers of other languages (TESOL), there is a growing interest in the cultivation of educators with critical reflection ability. In this chapter, the authors introduce a set of effective tools by which worldwide pre-service TESOL educators can practice critical reflection. The sets include a 4D framework and a worksheet. By incorporating this tool into learning and future English teaching lives, pre-service TESOL educators can be involved in continuous cycles of high-level critical reflection. Through learning on their own reflections, teachers can gain new insights, improve teaching skills, and ultimately, create a more just society for students.

scholarly journals Developing Grades 1-6 Teachers’ English Communication Skills and English Teaching Techniques Using Training and Coaching in Lop Buri Thailand

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Kanya Kongsoongnoen
Keyword(s):  
Communication Skills ◽  
Primary Schools ◽  
Teaching Experience ◽  
Teaching Skills ◽  
Teaching Techniques ◽  
English Teaching ◽  
English Class ◽  
Medium Level ◽  
High Level ◽  
Coaching Approach

<p>The purposes of this research were (1) to develop English for communication skills for grades 1-6 teachers, 2) to develop the teachers’ English teaching skills, and (3) to increase the students’ English Achievement.  The participants were 15 teachers with no degree in English from 14 small size primary schools in Lop Buri province Thailand. The 30 hour English communication and 30 hour English teaching training were provided to the teachers. School visits with Coaching approach were applied for supporting their teaching at schools as well as teaching materials the teachers needed. A questionnaire comprising both open and closed-ended questions was used to evaluate the teachers’ teaching. The interview questions and the teachers’ reflection form were conducted for collecting their perception on the project, percentage and mean were applied to analyze quantitative data whereas content analysis was conducted for qualitative data.</p><p>The findings showed that the teachers’ English for communication skills and English teaching skills were increased. The teachers’ English communication skills and their teaching skills were higher than before whereas their teaching application was at a medium level. Fifty percent of the teachers’ teaching skills were at a high level while 20% barely applied their teaching experience they received from the training and coaches. One hundred percent of the teachers agreed that the project was the most useful for them and many highlighted that they’d immensely learned teaching techniques and just realized that they could make their English class interesting for the students because they felt confident after the training. However, a few teachers had no chance to teach English because their schools had someone qualified to teach instead.</p>

scholarly journals Confronting the Past, Challenging the Future: Linguistic Hegemony, Capitalism, and Neoliberalism in TESOL

2021 ◽  
Author(s):  
Crystal Bock Thiessen
Keyword(s):  
Critical Reflection ◽  
Language Ideologies ◽  
Institutional Discourse ◽  
Teaching English ◽  
Meaningful Change ◽  
Social Hierarchies ◽  
Critical Essay ◽  
The Past ◽  
Linguistic Hegemony ◽  
Speakers Of Other Languages

Western capitalistic values that have given shape to contemporary neoliberal ideologies have, for too long now, greatly influenced the field of teaching English to speakers of other languages (TESOL) as a whole, essentially working to continue cycles of injustice and inequality throughout the field despite well-meaning intentions to the contrary. Dominant language ideologies and linguistic hegemony have greatly shaped both socialized and institutional discourse in English and have worked together to help commodify the idea of upward mobility and success for anyone and everyone who “buys-in” to learning English, reflecting neoliberal selling points that are often taken for granted as natural realities. This has resulted in a pervasive maintenance of global social hierarchies despite the fact that the field regularly promotes and markets egalitarian efforts. This critical essay draws upon contemporary research and realities within the field of TESOL to examine the current gap that exists between where the field says it is versus the neoliberal inequalities it inadvertently promotes and maintains. It argues for more deliberate and critical analysis on how these ideological systems have shaped and continue to inform the field as we know it, and how it will be impossible for TESOL to truly serve in the equitable and just capacities in which it strives to place itself without more critical reflection leading to actual and meaningful change.

scholarly journals Buku Ajar Mata Kuliah Pembelajaran Bahasa Inggris SD

2019 ◽  
Author(s):  
Ermawati Zulikhatin Nuroh ◽  
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Primary Teachers ◽  
Teaching Skills ◽  
Teaching English ◽  
School Teachers ◽  
English Teaching

Teaching English for Primary Teachers is written to fulfil students’ needs to teach English for elementary school and as a handbook Pembelajaran Bahasa Inggris SD for elementary school teachers’ students (PG-SD). This book is designed to provide an opportunity to develop students’ English teaching skills more creatively, meaningfully and communicatively.

About Innovative Content of Subject-Oriented Pedagogical Education

2019 ◽  
Vol 28 (10) ◽  
pp. 106-117
Author(s):  
R. M. Asadullin
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Educational Process ◽  
Professional Activity ◽  
Subject Knowledge ◽  
Technological Structure ◽  
State Pedagogical ◽  
High Level ◽  
Competencies Development

The continuous modernization of the education system makes the problems of the quality of teacher training increasingly relevant. Moreover, the measures taken to improve the system of teacher education are largely confined to the introduction of new organizational and managerial mechanisms and practically do not affect the internal content and technological structure of the teacher training process.Modern pedagogical universities are constantly looking for innovative models of training teachers that will be able to solve non-standard social and professional tasks. However, recent studies in this area do not fully take into account the nature of pedagogical activity and conditions of its formation. Thus, the need arises for a special study of the processes and means of updating the content and technologies of teacher training in order to control the level of students’ professional competencies development, as required by educational and professional standards. This means the creation of a special educational system in a pedagogical university, which can provide a harmonious and synchronous mastering by future specialists of both subject knowledge and methods of pedagogical activity.The article provides a theoretical study aimed at identifying key patterns of designing a new content for teacher education, the basis of which is the formation of a future teacher as a subject of his own professional activity. The author describes the experience of using a subject-oriented model of education, implemented at Bashkir State Pedagogical University n.a. M. Akmulla. The effectiveness of this model is confirmed by the high level of students’ mastery of designing methods and constructing the educational process, as well as their positive experience in the implementation of educational activities.

Creating Critical Literacy Praxis: Bridging the Gap between Theory and Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822098266
Author(s):  
Tsung-han Weng
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Critical Literacy ◽  
Classroom Environment ◽  
Theory And Practice ◽  
Teaching English ◽  
Speakers Of Other Languages ◽  
Literacy Implementation ◽  
Critical Literacy Pedagogy ◽  
Literacy Research

Although research in critical literacy has long been conducted in English as a second language contexts, a modicum of critical literacy research in English as a foreign language (EFL) contexts in which English is seldom used outside the classroom environment has also been undertaken. This article aims to discuss the introduction of critical literacy in the Teaching English to Speakers of other Languages (TESOL) profession, which has been neglected by TESOL researchers and practitioners in EFL contexts. The article reviews and synthesizes the existing literature by providing conceptualizations of the critical literacy approach to TESOL, examples of critical literacy implementation, and the benefits and challenges of implementing critical literacy pedagogy. The article concludes by calling for more critical literacy research in EFL contexts.

Brokering reflective spaces: Experiential learning in a summer opera program

2021 ◽  
pp. 147402222110074
Author(s):  
Kelly Bylica ◽  
Sophie Louise Roland ◽  
Laura Benjamins
Keyword(s):  
Experiential Learning ◽  
Critical Reflection ◽  
Music Performance ◽  
Theory And Practice ◽  
Learning Program ◽  
Musical Skills ◽  
Musical Engagement ◽  
High Level ◽  
Practice Framework ◽  
The Impact

Formal music performance studies within university settings strive to prepare the next generation of performers and pedagogues for musical engagement beyond university. Yet literature suggests that these spaces of study do not always lead to a sense of readiness for potential professional worlds, due in part to a lack of opportunities for guided, in-depth, critical reflection that helps students connect theory and practice. This article articulates findings from a study that sought to consider the impact of deliberate opportunities for reflection in The Accademia Europea dell’Opera (AEDO), a university-affiliated summer opera intensive experiential learning program. Utilizing a communities of musical practice framework, researchers worked collaboratively to help participants engage in guided critical reflection as they developed high-level musical skills through rehearsals and performances. This article specifically considers the ways in which a ‘broker’ helped participants develop practices of reflection and personal agency both within and beyond this context.

Using Text via Dialectical Journals to Nurture Liminal Spaces in Teacher Education

2021 ◽  
pp. 154134462110581
Author(s):  
Stephanie L. Dodman ◽  
Nancy Holincheck ◽  
Rebecca Brusseau
Keyword(s):  
Teacher Education ◽  
Transformational Learning ◽  
Critical Reflection ◽  
Teacher Inquiry ◽  
Graduate Course ◽  
Practicing Teachers ◽  
Self Reflection ◽  
Liminal Spaces ◽  
Reflective Development

This article shares the findings of a study examining the use of dialectical journals as liminal spaces for the development of critical reflection in practicing teachers. In an online graduate course on critical teacher inquiry designed to foster teachers as antiracist multicultural educators, teachers engaged in dialogue with themselves as they responded to self-selected text segments in assigned readings throughout the course. Using Mezirow’s theory of transformation and specifically the typology of critical reflection of assumptions and critical self-reflection of assumptions, we analyzed the online dialectical journals of 23 teachers to better understand how their engagement with key texts both represented and influenced their reflective development and engagement in transformational learning. We conclude the journals to be powerful liminal spaces for teachers to engage in reframing of their assumptions.

scholarly journals Approaches and Methodologies to Support Critical Reflection

2019 ◽  
pp. 251-259
Author(s):  
Jean Claude Callens
Keyword(s):  
Teacher Education ◽  
Critical Reflection ◽  
Critical Level ◽  
Self Regulation ◽  
Safety Net ◽  
Strong Connection ◽  
Reflection Process ◽  
Beliefs About Teaching ◽  
Key Features ◽  
Change Beliefs

During their studies, pre-service teachers are continually asked to reflect (Calderhead Gates, 1993; Korthagen Vasalos, 2005; Rodgers, 2002). In teacher education a goal of reflection is to change beliefs about teaching in order to improve practice, and therefore there is a strong connection between reflection and actions of students on the workplace. It does not seem obvious that students in teacher education reach a critical level in their reflections (Bean Stevens, 2002). According to Bean and Stevens (2002) effective scaffolding of a reflection process encompasses a number of key features within cognitive and emotional domains. Cognitive features include for instance using hints and leading questions to develop self-regulation. Emotional features include for instance providing a safety net to allow for mistakes. In this study we focus on cognitive features and search for an approach/methodology that may support a reflection process.

Sign in / Sign up

Export Citation Format

Share Document