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

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

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.
Original languageEnglish
Pages (from-to)205-214
JournalTeaching and Teacher Education
Volume74
Early online dateMay 2018
DOIs
Publication statusPublished - 2018

Fingerprint

Hong Kong
discourse
teacher
language
learning
experience
microteaching
video
planning
interview
education
Group

Citation

Yuan, R., & Mak, P. (2018). 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. doi: 10.1016/j.tate.2018.05.009

Keywords

  • Teacher reflection
  • Teacher identity
  • Pre-service language teachers