Publication: Reflective teaching : An approach to education base on active learning, meaning-making and discussion.
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Date
2020-03-04
Authors
Reyes Torres, Agustín
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Universitat de València
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Publisher
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DOI
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info:eu-repo/semantics/other
Description
Abstract
For heterogeneous and multilingual groups of students to work together and learn,
there must be a common ground in which they can meet, interact, discuss their
ideas and have the opportunity to express their different perspectives. That
common ground is reflection. This is the key point to integrate subject and
language content of language courses. If students do not elaborate their own
thoughts, they cannot develop their knowledge. If there is no reflection, there is no
learning. If they do not use the target language to articulate their own ideas, they
are actually not using it for a real purpose nor can they connect new knowledge to
previous one.
In Higher Education courses such as “Didáctica de la lengua inglesa” (Teaching
English as a Foreign Language) at the University of Valencia, we find that 4th year
students tend to memorize and reproduce the contents they study without really
putting much thought into it. They are used to sitting in classes and listening to
lectures, but not to build up their own thoughts, reach their own conclusions and
develop their own theory-in-use as future primary teachers of English. They lack
the confidence to think critically for two main reasons: they have not done it before
and they have not been trained to do it. For most of their lives they only have been
passive recipients of knowledge and have not had an active role in their own
education. This paper aims to discuss a possible remedy for this and to present
practical examples based on Dewey’s approach to reflection as a meaning-making
process and Elliott’s principles of procedure along with a blended learning model
that places emphasis on students learning outside of the traditional classroom
space. First, by fostering the development of pre-service teachers by means of
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guided and focused discussion of specific readings both on reflective practice and
on teaching English in the primary classroom. Second, by having them play an
active role in their learning process and their actions in the classroom, and third,
by using Facebook as a didactic tool that facilitates interaction and exchange of
perspectives. As it will be shown, having learners reflect and discuss their
thoughts in every class is the overall objective.
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