Collaborative Reflective Practice: Its Influence on Preservice EFL Teachers’ Emerging Professional Identities

María Victoria Alvarado-Gutierrez; Mónica Alejandra Adasme-Neira; Anne Westmacott

doi:10.30466/ijltr.2019.120736

Collaborative Reflective Practice: Its Influence on Preservice EFL Teachers’ Emerging Professional Identities

Título traducido de la contribución: Práctica reflexiva colaborativa: Su influencia en las identidades profesionales emergentes de los futuros profesores de inglés como lengua extranjera

Departamento de Idiomas Extranjeros

Universidad de los Andes Chile

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31 Citas (Scopus)

Resumen

Este artículo presenta un estudio de investigación-acción realizado para explorar cómo fortalecer las identidades profesionales de los futuros docentes de EFL a través de la práctica reflexiva en una universidad del norte de Chile. Se desarrolló un taller de 10 semanas para introducir a los participantes a la práctica reflexiva mientras realizaban su práctica docente extendida. Las reflexiones se fomentaron a través de un enfoque estructurado, conversacional y colaborativo. Se recopilaron datos cualitativos sobre las percepciones de los 12 participantes sobre el taller mediante una discusión en grupo focal. El análisis temático híbrido de sus respuestas indicó que las identidades profesionales docentes emergentes de los participantes se fortalecieron de tres maneras muy relevantes: los participantes desarrollaron confianza en su capacidad para resolver problemas, aumentó su apreciación de la colaboración y se volvieron más conscientes de la necesidad de que los docentes cambien. Las conclusiones e implicaciones extraídas pueden ser de utilidad para los formadores de docentes en otros contextos que estén considerando cómo fomentar la identidad profesional a través de la práctica reflexiva en docentes en formación.

Título traducido de la contribución	Práctica reflexiva colaborativa: Su influencia en las identidades profesionales emergentes de los futuros profesores de inglés como lengua extranjera
Idioma original	Inglés
Páginas (desde-hasta)	53-70
Número de páginas	18
Publicación	Iranian Journal of Language Teaching Research
Volumen	7
N.º	3
DOI	https://doi.org/10.30466/ijltr.2019.120736
Estado	Publicada - 1 oct. 2019

Palabras clave

Práctica reflexiva colaborativa
Identidad docente en formación
Investigación-acción
Formación docente en formación

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10.30466/ijltr.2019.120736

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title = "Collaborative Reflective Practice: Its Influence on Preservice EFL Teachers{\textquoteright} Emerging Professional Identities ",

abstract = "This paper presents an action research study conducted to explore how to strengthen pre-service EFL teacher professional identities through reflective practice at a university in the north of Chile. A 10- week workshop was developed to introduce participants to reflective practice as they took their extended teaching practicum. Reflections were fostered through an approach that was structured, conversational and collaborative. Qualitative data about the 12 participants{\textquoteright} perceptions of the workshop were gathered using a focus group discussion. The hybrid thematic analysis of their responses indicated that participants{\textquoteright} emerging teacher professional identities were strengthened in three highly relevant ways: participants developed confidence in their ability to problem-solve, their appreciation of collaboration grew, and they became more aware of the need for teachers to change. The conclusions and implications drawn may be of use to teacher educators in other contexts who are considering how to foster professional identity through reflective practice in pre-service teachers.",

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author = "Alvarado-Gutierrez, \{Mar{\'i}a Victoria\} and Adasme-Neira, \{M{\'o}nica Alejandra\} and Anne Westmacott",

year = "2019",

month = oct,

day = "1",

doi = "10.30466/ijltr.2019.120736",

language = "English",

volume = "7",

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journal = "Iranian Journal of Language Teaching Research",

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Collaborative Reflective Practice: Its Influence on Preservice EFL Teachers’ Emerging Professional Identities . / Alvarado-Gutierrez, María Victoria ; Adasme-Neira, Mónica Alejandra; Westmacott, Anne.
En: Iranian Journal of Language Teaching Research, Vol. 7, N.º 3, 01.10.2019, p. 53-70.

Producción científica: Contribución a una revista › Artículo › revisión exhaustiva

TY - JOUR

T1 - Collaborative Reflective Practice

T2 - Its Influence on Preservice EFL Teachers’ Emerging Professional Identities

AU - Alvarado-Gutierrez, María Victoria

AU - Adasme-Neira, Mónica Alejandra

AU - Westmacott, Anne

PY - 2019/10/1

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AB - This paper presents an action research study conducted to explore how to strengthen pre-service EFL teacher professional identities through reflective practice at a university in the north of Chile. A 10- week workshop was developed to introduce participants to reflective practice as they took their extended teaching practicum. Reflections were fostered through an approach that was structured, conversational and collaborative. Qualitative data about the 12 participants’ perceptions of the workshop were gathered using a focus group discussion. The hybrid thematic analysis of their responses indicated that participants’ emerging teacher professional identities were strengthened in three highly relevant ways: participants developed confidence in their ability to problem-solve, their appreciation of collaboration grew, and they became more aware of the need for teachers to change. The conclusions and implications drawn may be of use to teacher educators in other contexts who are considering how to foster professional identity through reflective practice in pre-service teachers.

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KW - Pre-service teacher education

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KW - Identidad docente en formación

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KW - Formación docente en formación

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ER -

Collaborative Reflective Practice: Its Influence on Preservice EFL Teachers’ Emerging Professional Identities

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