期刊論文
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
- Teaching and Teacher Education, 74, 205-214, 2018
- Pergamon Press
- 2018
-
- Hong Kong
-
- 1997.7 onwards
-
- 專上教育
- 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.
-
- 英文
- 期刊論文
-
- 0742051X
- https://bibliography.lib.eduhk.hk/tc/bibs/3a40f8a5
- 2018-09-10
最近的期刊論文
深圳、香港、臺北幼兒園教師工資待遇比較分析期刊論文
Factors affecting university students’ generative AI literacy: Evidence and evaluation in the UK and Hong Kong contexts期刊論文
香港幼稚園現有課程統整模式的可行性分析期刊論文
The role of perceived teacher support in students’ attitudes towards and flow experience in programming learning: A multi-group analysis of primary students期刊論文
Enhancing academic writing in a linguistics course with generative AI: An empirical study in a higher education institution in Hong Kong期刊論文
Enhancing university students’ engagement in studying assistive technology by case-based active learning: A pilot study in Hong Kong期刊論文
Developing and validating a scale of empowerment in using artificial intelligence for problem-solving for senior secondary and university students期刊論文
Self-compassion mediates the associations of mindfulness with physical, psychological, and occupational well-being among Chinese kindergarten teachers期刊論文