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Watching the whites of their eyes: The use of teaching-practice logs
Abstract
This article describes the piloting of the use of diaries to record self-assessments of teaching-practice lessons by trainees preparing for the RSA Cambridge Certificate in TEFLA. An analysis of these training logs suggests that trainees, while initially preoccupied with their roles, their tasks, and their subject matter, are also aware of, and concerned for, their learners; and that the logs, through encouraging reflection on classroom practice, are instrumental in the development of personal theories of learning and teaching.
... Diaries can also be used to encourage self-reflection (Dong, 1997;McAlpine, 1992;Numrich, 1996;Thornbury, 1991). Numrich (1996) performed a needs analysis of 26 students' diaries from a 10-week MA TESOL teaching practicum course, identifying the common issues noted by the novice ESL teachers. ...
... The most frequently mentioned frustrations reported were managing class time, giving clear directions, and responding to students' various needs. In another study (Thornbury, 1991) student teachers used their logs to plan and evaluate their lessons. In this study, the primary purpose of the diaries was self-reflection; student teachers were not asked to dialogue with their peers or with the supervising instructor. ...
This study analyzes the diary entries of four nonnative English-speaking (NNES) students enrolled in a master of art’s (MA) program in teaching English to speakers of other languages (TESOL) in Southern California. A qualitative analysis of the diary entries shows that, in spite of the differences in the participants’ background in English language learning, length of U.S. residence, and professional goals, there are four common themes in the diaries: (a) feeling language anxiety, (b) coping with feelings of inferiority, (c) coping with their language needs, and (d) bringing strength to the TESOL program. The study shows that the students experienced language anxiety but were able to use coping mechanisms to overcome difficulties. At the same time, this study highlights the strengths that these NNES students brought to the MA TESOL program in which they were enrolled.
... In addition, Kagan (1992) points out that teachers' sense of self-efficacy is associated with a number of classroom behaviors, as in the case of the tendency to use praise rather than criticism. Brown andMcGonnon (1998, cited in Tercanlioglu, 2005) and Breen (1991( , cited in Tercanlioglu, 2005) claim that teachers hold many incorrect beliefs about how languages are best learned, which affect their teaching practice. Johnson (1994) suggests that any change occurring in a teacher's practice shows evidence that their beliefs and the theories that underline their behaviors may have changed. ...
... Diaries can generate lots of ideas and awareness about ourselves as teachers and about our teaching (Nunan, 1989;Thornbury, 1991;Gebhard and Oprandy, 1999;Davies and Pearse, 2000). In addition, writing a diary gave the teachers (Libyan participants) the opportunity to reflect freely on their beliefs and perspectives about teaching over a period of time. ...
Recent research has made a significant contribution to the exploration of teachers' beliefs and the relationship between teachers' beliefs and practices. This paper reports on a study in which I investigated the beliefs about English Language Teaching of ten experienced Libyan teachers of English who were engaged in MA and PhD studies abroad. Diaries and interviews were used in the data collection. Two aspects of their beliefs were examined: whether, and how, their beliefs changed as a result of studying abroad, and the sources of these beliefs. In this study, it was found that while some of the teachers' previously held beliefs changed and others remained the same, in every case awareness of alternative beliefs had been raised. In addition, the results also showed that the beliefs held by this group of Libyan teachers were derived from a variety of sources, and had been influenced by more than one source, with consequent effects on their teaching perceptions and practices. Key words: Teacher Believes, Belief Change, Professional Development, Libya.
... When used as an assessment method in their own right at various stages of degreelevel study, diaries and journals have been shown to contribute to changes in critical awareness, growth in autonomy, and transformations from strategic approaches to learning to deeper and authentic engagement with subject matter, providing, as Langer (2002) points out, that their purpose is explained, and that the context in which they are used is meaningful and not simply as an alternative assessment tool. Research in the fields of diaries and journaling has demonstrated, however, that prospective diaries and journals, in contrast with retrospective vehicles, increase the validity of students' assessment of their work and hone their ability to make accurate and critical judgements on the quality of their ideas in general (Thornbury, 1991;McCrindle & Christensen, 1995). Unlike retrospective journals, prospective diaries do not require students to make generalized statements or summaries of their thoughts or study progress and can therefore provide a forum for much more insightful observation and comment (Klein & Boals, 2001), which can ultimately assist in being able to make more sense of both formative and summative assessment comments. ...
... Klein and Boals (2001) suggest that this may be particularly true for college students, who tend to take positive events for granted. In addition, in a study featuring novice language teachers, Thornbury (1991) suggested that immediate, even very small diary additions made by participants were invaluable in making later, more considered and rounded self-judgements on teaching progress. Placing these findings in the context of this study, then, suggests that smaller but more immediate and possibly prospective entries by the PDA group are not only more representative of the minutiae of everyday experience but are more balanced entries, and so present longer term motivational records for students when they do experience negative events. ...
The incorporation of diaries and journals as learning and assessment vehicles into programmes of study within higher education has enabled the further growth of reflection, creative writing, critical thinking and meta‐cognitive processes of students’ learning. However, there is currently little research that aims to compare how different types of diary are used and for what specific learning and teaching purposes, so, with this in mind, a study was carried out to investigate digital diary use within a group of undergraduates, to some of whom the authors allocated Personal Digital Assistants (PDAs), which they used to contribute to a blog (digital diaries), and to some of whom hard‐backed format (paper diaries) were given. This paper is the first of two from this study. The findings indicated that whilst students found both forms of diary acceptable and convenient, differences emerged in the way that the diaries were being used on a day‐to‐day basis, both in the frequency of entry and in the length of entries made. Throughout the study, the digital diaries were used more frequently, although the entries were often brief and incomplete. Conversely, students completing the paper diaries made significantly fewer entries in total, but those that were made were longer and more discursive in nature. Further, it was found that the paper diaries possessed positive qualities related to handling and attractiveness that promoted more prolonged use, whilst the negative qualities of the digital diaries were linked to technical limitations. The implications of this work are considered in relation to more general notions of using dynamic devices to encourage students to engage in reflexive criticism.
... The emphasis is usually on the process more than on the content. Examples of such activities include role play, information gap or walkaround activities (see for example, Woodward 1998, Spratt 1994, Ur 1996, Tanner & Green 1998. ...
p>This study investigates how parallels between the different contexts of language teaching and language teacher education influence student teachers and teacher educators. It argues that the concept of parallel process, though widely referred to in the literature of language teacher education, has not yet been fully investigated or described. It sets out to investigate the effects on student teachers and teacher educators of articulating these parallels explicitly. The study presents a holistic view of the operation of parallels on a language teaching methodology course using data from journals, interviews and class observations. The data were collected from student teachers and teacher educators at a university in North America. The study concludes by suggesting that reflection on parallels offers a valuable link between theoretical and experiential course components, helping to refine skills of critical reflection and observation, and provides valuable insights into how teachers and teacher educators learn and develop. It argues for explicit attention to parallel process as a path of development for both student teachers and teacher educators.</p
... In addition, taking notes of new vocabulary and using electronic dictionary are helpful to enhance speaking skill. Thornbury (1991) agreed that these activities should be made compulsory to help students to improve their vocabularies independently. Furthermore, asking lecturers and motivating self to speak areother possible strategies to solve speaking problems for students. ...
The present study aimed at determining the difference of pragmatic understanding among the masters degree students in Indonesia based on the fields of study and gender and exploring the causes of difficulties in Listening Part A TOEFL-like. The data were collected with TOEFL-like Listening Test, retrospective quationnaire and analyzed quantitatively. It shows: (1) There is a significant difference of understanding the pragmatic meaning among the masters degree students in Listening Part A TOEFL-like based on the fields of study and gender; (2) There are five primary causes of pragmatic difficulty based on gender, namely, Speech Rate Delivery, Voice, Sentence Complexity, Mishearing, Colloquials and Sound Clarity.
... In addition, taking notes of new vocabulary and using electronic dictionary are helpful to enhance speaking skill. Thornbury (1991) agreed that these activities should be made compulsory to help students to improve their vocabularies independently. Furthermore, asking lecturers and motivating self to speak areother possible strategies to solve speaking problems for students. ...
This study aims at assessing student’s individual problems at Islamic State Institute
(IAIN) Of Kendari in increasing their English speaking skill. The data were obtained from 10
Islamic Education Students in 2015. The participants were selected due to their low English grade obtained from final-year examination and interview. The data was collected through interview and questionnaire. The finding showed that students’ individual problems comprise two parts, (1) lack of knowledge factors and (2) psychological factors. These problems were caused by the following factors; (1) often laughed by their friends when speaking English, (2) lazy to memorize vocabulary, (3) lack of speaking exercise, (4) fear of making mistakes in speaking and pronouncing vocabulary and sentence, and(5) insufficient knowledge on grammatical structure of English language. Few ways were suggested to solve the problem; (1) motivating themselves to be more confident in talking, (2) recording unfamiliar vocabularies in personal vocabulary notes, (3) practicing speaking with friends and lecturers, (4) mixing the use English language and mother language, as well as (5) using technology such as electronic dictionaries.
Keywords: Individual Problems, Speaking Skill
... In recent years, the use of journals has gained popularity in teacher education programs. It has been adopted by many teacher educators as a way to monitor new teachers' progress and to provide formative responses (Bailey, 1990;Brinton, Holten, & Goodwin, 1993;Cole, Raffier, Rogan, & Schleisher, 1998;Dong, 1997;Porter, Goldstein, Leatherman, & Conrad, 1990;Thornbury, 1991). Some researchers have also used journal entries as a source of data to gain insights into the process of teacher development and to evaluate teacher education programs. ...
This article presents a successful case of collaborative teacher development that draws on the diverse backgrounds of emerging teachers, including their native languages. Specifically, the article focuses on the use of electronic dialogue journals as a way of facilitating autonomy and collaboration in teacher education. The roles of teacher educators in facilitating greater autonomy and collaborative relationships between native and nonnative English-speaking teachers are also discussed.
... In this paper, we display the results of a qualitative analysis of a series of reading logs written by advanced students of English for a literature course in an English language teacher education program in Argentina. Students enrolled in these programs have been acquainted with the narrative quality of dialogue journals and teaching diaries for some time (Bailey, 1990;Thornbury, 1991). Teaching journals have also been hailed as meditational tools in fostering teachers' professional development (Johnson & Golombek, 2011). ...
Reading logs are regularly used in foreign language education since they are not only critical in the development of reading comprehension but may also be instrumental in taking readers beyond the referential into the representational realms of language. In this paper we offer the results of a qualitative analysis of a series of reading logs written by advanced students for a literature course in an English language teacher education program in Argentina. The logs were coded according to the different literature teaching models followed in the program, which let us ponder on the applicability and usefulness of reading logs, and on the need to promote diversity in literature teaching in English language teacher education.
... Since the middle of 1980s, the necessity of reflective writing in learning has been studied and emphasized by researchers. According to Walker (1985), reflective writing is highly rated as a means of facilitating reflection, integrating between theory and practice (Holly, 1984;Ballantyne & Packer, 1995), stimulating critical thinking and other higher levels of learning (Wwagenaar, 1984;Hettich, 1990), developing personal theories about practice (Thornbury, 1991), and examining and evaluation held beliefs and concepts (Wodlinger, 1990). Boud, Keogh, & Walker (1985, p. 18) state that reflection is an active process of exploration and discovery which often leads to unexpected outcomes. ...
The purpose of this study was to assess the effects of a six-week parent education video program followed by reflective writing on maternal efficacy and examine the components of mothers’ reflective writings. The study was guided by a theoretical framework composed of two established theories of learning: (1) constructivist learning theory and (2) social learning theory. These theories were examined with reference to maternal efficacy within the social context.
The study was based on a pre- and post-test design using a control group. Data were collected from 32 mothers of preschool aged children in Florida. The 16 mothers in the experimental groups participated in a reflective writing activity base after viewing parent education videos over a six week period. The 16 mothers in the control group participated in viewing the parent education videos during the same time period, but they did not complete the reflective writing tasks. The instruments used were a Parenting Sense of Competence (PSOC) and Parental Self-Efficacy of Scale (PSES). Quantitative data were analyzed using descriptive statistics of means and standard deviation, individual sample t-test, and analyses of covariance (ANCOVA). There was a statistically significant difference in the means of obtained by the experimental and control groups on the measure of maternal efficacy. Mothers exposed to the parent education video program with reflective writing activities had higher scores on the measure of maternal efficacy. Parent education video program with reflective writing activities proved more effective in improving mothers’ knowledge of parenting issues. The reflective writing of the mothers addressed the following themes or topics: parenting style, the methods of choice, mutual respect, logical consequence, “I” messages, four goals of behavior, the FLAC method, the BANK method, and building on strengths. Their written products included three components: description, analysis, and application. Results are discussed in terms of the use of reflective strategies in parent education programs.
... This has evolved into a more recent interest and tendency for diaries and journals to be used as part of a much wider reflexive meta-cognitive strategy to assist students in understanding their ability to transform their own learning strategies whilst in study at university, and subsequently (and possibly controversially-see for example Crème 2005) to link these with attainment levels, the diaries themselves being used for both assessment and predictive grading purposes (Hyers 2001;Hui-fang 2005). Research in the fields of diaries and journaling has demonstrated that prospective and dynamic writing, in contrast with retrospective writing, may well increase the validity of students' assessment of their work and can highlight the powerful role of the teacher in interpreting formal assessment 'discourses' (Thornbury 1991;McCrindle & Christensen 1995;Bolin et al. 2005). Further, emerging research (Struyven et al. *Corresponding author. ...
This is the second of two papers based on a study of how digital and paper diaries contribute to students’ understanding of the processes of their learning within their academic disciplines. The purpose of the study was to use diary writing as a vehicle by which we would try and comprehend how students both make sense of assessment feedback and how this impacts on their emotional and motivational attitudes toward improving subsequent work. In this paper, samples are provided of diary entries for both digital and paper forms that illustrate the distinctive approaches to prospective but often highly self‐critical and impromptu writing, as often characterized by the digital diary entries, when compared with retrospective and deeply reflective writing, which was common to much of the paper diary writing. The students who preferred the paper diaries seemed to have less mutable self‐concepts, using their entries to craft and re‐script ideas (often quite negative and potentially damaging ones) about themselves and their work. Conversely, students preferring the digital diaries were more willing to engage in reflexive criticism, and entertain the possibility of feeling very differently about themselves and their work on a day‐to‐day basis. This study ultimately does two things: it illuminates the complexity of students’ feelings about learning and being assessed, stressing the importance of time and interaction in assisting students to contextualize and interpret the interrelation of learner identity, learner change and learner achievement; and second, it illustrates, within this small‐scale study, how different types of diaries become important vehicles for expressing the variety of emotions and reflections that characterize the student learning experience.
... While it is claimed that teachers' own experiences as language learners and their beliefs about teachers and teaching are often a reflection of how they themselves were taught (Richards & Lockhart, 1994), this study proposes that considering teachers' experiences of learning Japanese and how these experiences have led to reflection on their teaching can suggest avenues for improvement. Through reflecting on learning experiences, change in teaching practice is encouraged through a developmental spiral of deliberating on and analyzing ideas about teaching and how language learning has occurred (Thornbury, 1991). Flowerdew (1998) suggests that reflecting on foreign language learning develops insights into the language learning process, encourages analysis and adaptation of one's own learning strategies, and leads to a reevaluation of theory in the light of learning experiences. ...
A common perception in English language education in Japan is that studying English abroad is the way to improve speech proficiency. An important element of speech proficiency is fluency, commonly measured by temporal variables of speech such as speed, pauses, and length of runs of speech. Evidence exists that the use of formulaic sequences, strings, and frames of words with specialized functions, mentally stored and retrieved as single words, is key to fluency. The present study is an examination of the spontaneous speech of four Japanese learners in a study abroad context in Canada. The participants’ narrative retells were analyzed over six months for increased fluency and use of formulaic sequences. The results show that the participants did increase their level of fluency, and that formulaic sequences played an important part in that development. This has implications for English language programs in Japan and other EFL contexts. 海外で英語を学習することにより英語の会話力は向上する、という考えは日本の英語教育の共通認識であるといってよい。会話力における重要な要素の一つは流暢さ（fluency）である。流暢さは通例、速度、ポーズ、発話の長さ等、発話の時間的変異により測定される。これまで行われた研究により、定型表現（formulaic sequences）ー独立した語彙として記憶され使用する際に想起される特定の機能をもった言い回しや単語のまとまりーを使うことが流暢さを増すための鍵となることが明らかになっている。本研究は、カナダで英語を学ぶ４人の日本人学習者の発話を分析、考察したものである。学習者に物語を聞かせ、それを自分の言葉で語らせることによりデータを収集した。期間は６ヶ月間に亘った。データは流暢さと定型表現使用の量について分析した。その結果、確かに学習者は流暢さが増し、さらに定型表現の使用がその上達に重要な役割を果たしたことを示していることが明らかになった。この結果に基づき外国語としての英語教育にさまざまな示唆を行った。
... While it is claimed that teachers' own experiences as language learners and their beliefs about teachers and teaching are often a reflection of how they themselves were taught (Richards & Lockhart, 1994), this study proposes that considering teachers' experiences of learning Japanese and how these experiences have led to reflection on their teaching can suggest avenues for improvement. Through reflecting on learning experiences, change in teaching practice is encouraged through a developmental spiral of deliberating on and analyzing ideas about teaching and how language learning has occurred (Thornbury, 1991). Flowerdew (1998) suggests that reflecting on foreign language learning develops insights into the language learning process, encourages analysis and adaptation of one's own learning strategies, and leads to a reevaluation of theory in the light of learning experiences. ...
Deliberating on and analyzing ideas about teaching can lead to an improvement in our teaching practice. By taking a reflexive stance, we can thoughtfully grapple with issues of theory-practice dichotomy. Cognitive “received knowledge” from books or teacher training, and emotional “experiential knowledge” which can come from participating in language learning often do not “gel” and this is manifested in tensions in practice. Classroom learning experience can feed back into received knowledge to develop classroom practice, so an interest in where one’s teaching knowledge comes from can lead to a better understanding of practice. Through interviews, six university English teachers who are studying or have formally studied Japanese reflected on their experiences as learners and how those experiences have informed their teaching practices. Results show that although situated in different contexts and settings, the participants are not fixed upon any one method and that self-understanding emerges through engagement and reconsidering received knowledge to gain new perspectives on classroom reality. 教育方法について振り返り、考えをさまざまな角度から分析してみるというのは指導実践を向上させるのに大変役に立つ。このような内省的なアプローチを取ることにより、理論と実践が乖離していることが理解できる。本や研修会などを通して得た認知レベルの知識と、自らが外国語を学んだ情意的な経験とが結びつかないことが多く、そのため教室で指導している際にどちらを優先すればよいのかについて悩むことにもなる。このような問題を解決するためには、自らの外国語の学習体験を振り返りかつ深く内省することが助けとなる。これが延いては学習者の指導にも役立つ。指導に関する知識はどこから得たものなのかを振り返ってみることにより現在の指導方法を向上させることができるであろう。本研究では現在大学で英語教育を行っている教員６名に面接調査を行い、過去の日本語学習の経験が現在の指導法にどのように影響しているかを探った。結果の示すところ、それぞれ教育活動を行っている環境や状況は異なっているが、だれも特定のひとつの教授法を使っているということはないという傾向がどの教員にも共通して見られた。また、自分が実際にどのような指導を行っているかを振り返り、すでにもっている知識を自分の指導に照らし合わせて内省することにより、はじめて確固たる知識がえられるということがわかった。
This book explores neoliberalism-a view of the world that puts the market at its centre-from the perspective of applied linguistics.
LT/06/01 Are diaries useful as a research tool? To investigate this question, devise a framework for keeping a diary on the strategies you use for (choose one): a) motivating your students or b) explaining grammar or c) correcting errors Having kept a diary for at least a two-week period, report and discuss any difficulties you experienced and assess the value of this technique as a research tool. You may include extracts from your diary as an appendix if you wish, but the bulk of your assignment should consist of your report and evaluation of the process.
This article traces the journey on the Reflective Bus Line of a sample of female B.Ed.(Hons)(Prim) students during their four year B.Ed. course at the University of Malta. While travelling on the Bus Line the students engage in a reflective journal focusing on critical events during their field placement in schools and even in their induction year. A discussion of the sample?s critical events is presented. The article also attempts to trace the development of the sample from novice to experienced reflective practitioners. The reflective journey of the sample seems to be completed but the article asks whether it really is or not.
The reflective journal has somewhat affected me. It urged me to dive deeper within my thoughts and feelings and be more objective because I learned to observe all details of a situation. (Louise,a passenger on the Reflective Bus Line)
The reflective journal has made me aware of the importance of reflecting upon my action in order to start reflecting in action. I also felt that the journal helped me to open up and discuss issues during TP which formerly I was unaware of. It also helps you to look back at what you have done and thus plan ahead. (Pam, a passenger on the Reflective Bus Line)
Journal entries submitted by thirteen Doctor of Education students as a course requirement were analysed in order to explore the nature and content of their reflection and the effectiveness of journal writing in facilitating student learning. The findings confirm that journal writing encourages students to engage cognitively and reflectively with course concepts and content and to make connections between their academic learning and their personal/professional experience. Marked individual differences in response styles were apparent and these impacted on the learning outcomes reported by students. An ‘analytic’ approach to journal writing helps students to clarify, organise, evaluate and personalise ideas, an ‘extracting’ approach provides a useful record of ideas and issues, and an ‘affective’ approach encourages freedom of expression and self‐evaluation. Students who adopt a ‘course‐feedback’ style, however, receive little benefit from the activity. Suggestions are made for improving the effectiveness of student journals as a learning technique.
The need for reflective pedagogical practices in teacher education to enhance preservice teachers’ understanding of teaching, and to assist the link between theory and their own practice, has long been accepted. This study sought to investigate the use of reflective strategies to develop attitudes and skills in teaching dance in physical education by a group of first year preservice physical education teachers (N=90)undertaking an introductory course in dance in an Australian university. Monitoring occurred at regular intervals during the course to identify any longitudinal developmental trends in attitudes. Inductive analysis of weekly journal responses was undertaken to identify major themes or focus areas using the Reflective Framework for Teaching in Physical Education (Tsangaridou and O'Sullivan, 1994). Attitudinal data from questionnaire responses were analysed using SPSSPC and focus group discussion data were transcribed and analysed for dominant themes using NVivo software. The results indicated an increase in the focus and level of complexity of reflections and analytical responses in line with changes in attitudes and confidence in teaching dance experienced during the course. Significant gender differences in attitudes to teaching dance prior to undertaking the course and in the early journal entries were identified. Improvement in and value given to journal writing was evident, however, some preservice teachers felt hindered by a lack of personal reflective writing skill.
This paper investigates the use of reflective journals to facilitate student learning during a teacher education practicum. Thirty‐five student teachers undertaking a 1‐year Graduate Diploma of Education submitted weekly journal entries during their 11‐week practicum and were interviewed at several stages about their educational beliefs and practices. Students were randomly assigned to four intervention conditions which varied the content of journalling (experiential or cognitive) and the context (provision of reflective dialogue based on journal entries or self‐analysis). The evidence reported here includes the focus and level of students’ reflections, the effects of the intervention conditions, and students’ perceptions of the value of journalling. Although there was some evidence that students found it easier to write an experiential than a cognitive journal, there were no overall differences in the quality of reflection achieved under the two conditions. Students receiving supervised dialogue did not attain a higher level of written reflection than those in the self‐analysis condition, suggesting that significant benefits can be achieved through journal writing, without the intensive involvement of a reflective supervisor. The impact of written feedback, however, is significant and its contribution to the encouragement of growth in reflective writing needs to be further explored. Students were generally positive about the value of journalling in learning to teach.
A theoretical model is presented for developing environmental conceptions that incorporate environmental knowledge, attitudes/values, and behavioral orientations. Developing conceptions in environmental education involves the use of a range of strategies designed to integrate an individual's environmental knowledge, attitudes/values, and behavior. The proposed approach broadens teaching in the area that traditionally has had an attitudes/values focus. The application of constructivist principles of learning provides a basis for encouraging students to become aware of, challenge inconsistencies in, and make an informed decision regarding their commitment to their own or alternative environmental conceptions. Examples are provided of strategies that may be adapted for use within this model.
This paper reports on an evaluation of student learning during a post‐graduate environmental teacher education course. Questionnaires and journals were used to document student conceptions of environmental concern and environmental education; assess qualitative and quantitative changes in these conceptions and student environmental attitudes and behaviour; and elicit students' views of the effectiveness of different teaching methodologies in facilitating personal learning and attitude/behaviour changes. The results indicate that the course helped develop greater coherence in student conceptions of environmental concern, effected a shift in student conceptions of the nature of environmental education and facilitated the development of personal environmental attitudes and behaviour. Suggestions regarding improvements in teaching/learning approaches and techniques are made in the light of student responses.
Not available Science and Mathematics Education Program
Thesis (Ed. D.)--Texas Tech University, 1999. Includes bibliographical references (leaves 162-168).
When teachers talk about teaching and learning they perhaps reveal more than they realize about their beliefs and values. It is these beliefs and values, often embodied in personally significant images, that provide valuable insights for teacher educators. This article reviews current thinking on the uses of metaphor, and suggests ways in which awareness of, and experimentation with, teachers' metaphors for teaching might usefully be incorporated into training programmes.
El objetivo que se propone el presente artículo es el de ofrecer un panorama de la indagación hasta la fecha en aspectos relativos a la cognición del profesor de L2/LE, para lo cual se proporciona de manera sucinta información sobre temas abordados, y sobre el aspecto concreto que se constituye como foco central de la investigación. Asimismo, se presenta un análisis del estado de la cuestión en el que se reflexiona sobre cuestiones que estimamos claves para entender el momento actual de la investigación en este terreno. Finalmente, el artículo se cierra con unas conclusiones en las que se insiste en la necesidad de seguir profundizando en las percepciones, los presupuestos, los conocimientos y las creencias de los docentes de nuestro entorno.
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