The Value of Reflection in Writing Courses in ELT Preservice Teacher Education Programs [electronic resource] / Arda Arikan.
Constructivist theory has brought significant momentum to all aspects of teacher education. Currently, personal growth of the individual in educational domains is so important that teacher candidates are asked to develop their reflective skills in many courses so that they grow by having internalize...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2006.
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MARC
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| 100 | 1 | |a Arikan, Arda. | |
| 245 | 1 | 4 | |a The Value of Reflection in Writing Courses in ELT Preservice Teacher Education Programs |h [electronic resource] / |c Arda Arikan. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2006. | ||
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| 520 | |a Constructivist theory has brought significant momentum to all aspects of teacher education. Currently, personal growth of the individual in educational domains is so important that teacher candidates are asked to develop their reflective skills in many courses so that they grow by having internalized and problematized the issues under study by gauging them themselves. The aim of this paper is to report on an experimental syllabus design used in a Writing Skills course offered at a Turkish University's English Language Teaching department. In this syllabus, by using the insight derived from constructivist theory, topics related to English language teaching are merged with reflective writing and the knowledge derived from reading traditional academic writing through activities such as discussion, peer reviewing, and journal keeping. Along with the application of this syllabus, a rubric is designed and proposed by the researcher/instructor to measure students' writing. The results of this curricular undertaking showed that when students were asked to write academically by using their developing professional and practical knowledge in a reflective manner, they were highly motivated by the writing task at hand. (Contains 2 tables.) | ||
| 524 | |a Online Submission, The Asian EFL Journal v16 p 1-16 Nov 2006. |2 ericd. | ||
| 650 | 0 | 7 | |a Preservice Teacher Education. |2 ericd. |
| 650 | 0 | 7 | |a Constructivism (Learning) |2 ericd. |
| 650 | 0 | 7 | |a Preservice Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Education Programs. |2 ericd. |
| 650 | 0 | 7 | |a Writing Skills. |2 ericd. |
| 650 | 0 | 7 | |a English (Second Language) |2 ericd. |
| 650 | 0 | 7 | |a Second Language Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Language Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Individual Development. |2 ericd. |
| 650 | 0 | 7 | |a Foreign Countries. |2 ericd. |
| 650 | 0 | 7 | |a Second Language Learning. |2 ericd. |
| 650 | 0 | 7 | |a Course Descriptions. |2 ericd. |
| 650 | 0 | 7 | |a Academic Discourse. |2 ericd. |
| 650 | 0 | 7 | |a Reflection. |2 ericd. |
| 650 | 0 | 7 | |a Scoring Rubrics. |2 ericd. |
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