원문정보
초록
영어
Teacher journals written in teacher education programs are usually required to be as reflective as possible. However, seldom is guidance given as to what is meant by ‘reflective’ and how to be critically reflective. Ho and Richards (1993) have developed two frameworks for measuring critical reflectivity. This study attempted to train in-service teachers of English in an English Language Teacher Education Programme to be critically reflective by using these frameworks. It investigated whether these teachers became critically reflective after training and whether the teachers’ degree of critical reflectivity and their patterns of reflection changed over time. Results indicate that all teacher journals evidenced some traits of critical reflectivity after training. There seemed to be no great change in the degree of critical reflectivity that the teachers engaged in over time. Most teachers developed their own patterns of reflection which also seldom changed over time.
목차
INTRODUCTION
THE FRAMEWORK FOR MEASURING CRITICAL REFLECTIVITY
TRAINING USING THE FRAMEWORKS
RESEARCH METHOD
RESULTS
Whether the Training Helped the Teachers to be Critically Reflective
Whether the Journal Writing Experience Increased the Degree of Reflectivity which Teachers Engaged in over Time
Whether the Teachers’ Patterns of Reflection Changed over Time
DISCUSSIONS
Whether the Training Helped the Teachers to be Critically Reflective
Whether the Journal Writing Experience Increased the Degree of Reflectivity Which Teachers Engaged in over Time
Whether the Teachers’ Patterns of Reflection Changed over Time
CONCLUSION
ACKNOWLEDGEMENTS
THE AUTHOR
REFERENCES