Training English language student teachers to become reflective teachers

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

Reflective teaching practice has become a central theme in professional growth at the pre-service teacher education level almost everywhere. English language teaching (ELT) teacher trainers, like any other teacher trainers, have a powerful role to play in fostering reflection in their student teachers through the approaches and strategies they incorporate in their training, which can have implications related to the perceived worth of reflective practice. This quantitative study describes the responses of 90 finalyear ELT student teachers and eight of their trainers at Sultan Qaboos University in the Sultanate of Oman, to a survey about the roles, approaches and strategies used to help the student teachers to reflect on their teaching. The results show that while the trainers have helped their student teachers to develop as reflective teachers, there are certain practices and aspects adopted by the trainers that need to be reconsidered, as they can have negative implications for teacher preparation.

Original languageEnglish
Pages (from-to)41-64
Number of pages24
JournalAustralian Journal of Teacher Education
Volume35
Issue number4
Publication statusPublished - 2010

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student teacher
English language
teacher
Teaching
Oman
teaching practice
education

ASJC Scopus subject areas

  • Education

Cite this

Training English language student teachers to become reflective teachers. / Al-Issa, Ali; Al-Bulushi, Ali.

In: Australian Journal of Teacher Education, Vol. 35, No. 4, 2010, p. 41-64.

Research output: Contribution to journalArticle

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