Reflective learning and identity construction in practice, discourse and activity: Experiences of pre-service language teachers in Hong Kong

Reflective learning and identity construction in practice, discourse and activity: Experiences of pre-service language teachers in Hong Kong

• Yuan, Rui Eric The Education University of Hong Kong
• Mak, Wing Wah Pauline The Education University of Hong Kong

Teaching and Teacher Education, 74, 205-214, 2018

Pergamon Press

2018

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Teacher Reflection Teacher Identity Pre-service Language Teachers

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This paper reports on an investigation into two pre-service teachers' reflective learning through a series of integrated and interactive tasks (i.e., collaborative lesson planning, group consultation, microteaching and videoed reflections) in a teacher education course in Hong Kong. Relying on data gathered from interviews and reflection videos and informed by a tripartite model on teacher identity in practice, discourse and activity, the study revealed how the pre-service teachers engaged in reflective practice and identity construction in the course. The paper concludes with practical implications on how to design and implement effective reflective tasks in preparing and developing competent language teachers. Copyright © 2018 Elsevier Ltd. All rights reserved.

• English

Journal Articles

• 0742051X

• 10.1016/j.tate.2018.05.009

https://bibliography.lib.eduhk.hk/bibs/3a40f8a5

2018-09-10