ABSTRACT

This paper aims to understand the experience of reflective activity from the perspective of Teacher Learners (TLs) encountering reflective ideas for the first time. By identifying elements of a pedagogic reflective task they found most valuable and plausible, the study seeks to provide insights to improve educators’ presentation of reflective ideas. It investigates the experiences of 20 language teachers writing reflections on classroom teaching during a programme of formal instruction. Writers’ decisions are examined intensively to identify which phases/elements of an idealized cycle they chose to extend while engaged in a reflective task. Writers’ commentaries on their writing, collected after the period of their instruction, were also analysed to discover the elements they found plausible and valuable beyond their utility for the course. The study found that writers looking back at their accounts tended to locate most value in practical, ‘descriptive’ sections of their writing rather than those linking to academic theory, or more ‘critical’ modes of reflection. Nevertheless, interviewee responses indicated that many had a nuanced sense that such higher-level modes of reflection might have value outside the formal circumstances of the programme. The paper finally offers practical suggestions that respond to these findings.

摘要

本文旨在从第一次遇到反思性想法的教师学习者（TL）的角度了解反思性活动的体验。通过确定他们认为最有价值和合理的教学反思任务的要素，该研究旨在提供见解，以改善教育者对反思思想的表达。它调查了20名语言教师在正式教学计划期间对课堂教学进行反思的经验。对作家的决定进行深入检查，以确定在从事反思任务时，他们选择扩展理想周期的哪些阶段/要素。还对作者在授课后收集的关于其写作的评论进行了分析，以发现他们发现的合理且有价值的要素超出了课程的实用性。该研究发现，回头看作家的作家往往将最大的价值定位在其作品的实用的“描述性”部分，而不是那些与学术理论​​或更为“批判”的反思模式相关的部分。但是，受访者的回答表明，许多人有一种细微的感觉，即这种更高层次的思考方式可能在计划的正式环境之外具有价值。最后，本文提供了针对这些发现的实用建议。受访者的回答表明，许多人有一种细微的感觉，即这种更高层次的思考方式可能在计划的正式环境之外具有价值。最后，本文提供了针对这些发现的实用建议。受访者的回答表明，许多人有一种细微的感觉，即这种更高层次的思考方式可能在计划的正式环境之外具有价值。最后，本文提供了针对这些发现的实用建议。