This paper reports on an investigation into a group of student teachers’ reflective learning through a series of integrated and interactive tasks (i.e., collaborative lesson planning, micro-teaching, group consultation and videoed reflections) in a pre-service language teacher education course in Hong Kong. Relying on data gathered from interviews and reflection videos and informed by integrated perspective on teacher identity in practice and activity, the study revealed how the student teachers engaged in reflective practice and identity construction in the course. The facilitating and constraining factors underlying the student teachers’ reflective learning and identity development are also uncovered. The paper concludes with practical implications on how to design and implement effective reflective tasks in preparing and developing competent language teachers. Copyright © 2019 All Academic, Inc.
|Publication status||Published - Apr 2018|
|Event||2018 Annual Meeting of American Educational Research Association: "The Dreams, Possibilities, and Necessity of Public Education"|
- New York, United States
Duration: 13 Apr 2018 → 17 Apr 2018
|Conference||2018 Annual Meeting of American Educational Research Association: "The Dreams, Possibilities, and Necessity of Public Education"|
|Abbreviated title||AERA 2018|
|Period||13/04/18 → 17/04/18|