Iranian Journal of Applied Linguistics، جلد ۲۱، شماره ۱، صفحات ۱-۲۷
عنوان فارسی
چکیده فارسی مقاله
 In view of the fact that pre-service teachers’ critical reflection through evaluating teaching activity of their peers is an important part of practicum activity, the current study aimed to analyze the recall and reflection journals written by pre-service teachers to identify and evaluate the discoursal features of their journals. To this end, a total of 272 recall and reflection journals written by pre-service teachers were analyzed on the basis of Hiebert, Morris, Berk, and Jansenchr('39')s (2007) framework for analyzing their teaching practices. The findings indicated that the discourse of recall and reflection journals written by pre-service teachers is affective and descriptive rather than critical. Pre-service teachers predominantly ignore learners in writing their reflection journals. The findings of this study pointed to the need for explicit instruction of the discoursal features of reflection in teacher education classes. Therefore, teacher educators should help pre-service teachers to develop effective reflective discourse in practicum courses.
کلیدواژه‌های فارسی مقاله
عنوان انگلیسی Evaluating Recall and Reflection Journals Written by Pre-Service Teachers in EFL Practicum Courses
چکیده انگلیسی مقاله
 In view of the fact that pre-service teachers’ critical reflection through evaluating teaching activity of their peers is an important part of practicum activity, the current study aimed to analyze the recall and reflection journals written by pre-service teachers to identify and evaluate the discoursal features of their journals. To this end, a total of 272 recall and reflection journals written by pre-service teachers were analyzed on the basis of Hiebert, Morris, Berk, and Jansenchr('39')s (2007) framework for analyzing their teaching practices. The findings indicated that the discourse of recall and reflection journals written by pre-service teachers is affective and descriptive rather than critical. Pre-service teachers predominantly ignore learners in writing their reflection journals. The findings of this study pointed to the need for explicit instruction of the discoursal features of reflection in teacher education classes. Therefore, teacher educators should help pre-service teachers to develop effective reflective discourse in practicum courses.
کلیدواژه‌های انگلیسی مقاله Practicum Course, Discoursal features, Recall and reflection journals, Teacher education
نویسندگان مقاله | Katayoon Afzali


نشانی اینترنتی http://ijal.khu.ac.ir/browse.php?a_code=A-10-265-2&slc_lang=en&sid=1
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