The Reflective Cycle of the Teaching Practicum
This book focuses on the practice cycle, or practicum, of ELT education programmes. Practice teaching is a key component of all good ELTE programmes, and provides a forum for novice teachers to begin to cross the theory/practice divide in a way which allows them to try out ideas in a classroom setting. This typically happens after a period of theoretical induction and the observation of more experienced teachers, and can often begin in a very scaffolded way through micro- or team- teaching, before moving to more independence. At all stages of this practice-oriented process, reflection is a fundamental and obligatory underlying principle, the integration of which leads to informed decisions on change implementation to improve teaching.
The book begins with a theoretical and research-informed introduction to both Reflective Practice (RP) and the practicum, followed by definitions and typologies. Various tools and sources of evidence to support the RP process during the practicum are investigated, using many data-rich examples from our own and others' professional contexts over a number of years. These are applied to observation of more experienced teachers and self-observation of one's own practice as facilitators of informed decisions for change. Finally, the process of RP as a life-long developmental practice is explored.
Published: Nov 1, 2020
|An Introduction to Reflective Practice and the Practicum||Fiona Farr, Angela Farrell|
|Frameworks for Reflecting on Practice||Fiona Farr, Angela Farrell|
|Classroom Observations and Learning from Others||Fiona Farr, Angela Farrell|
|Reflecting on Planning and Preparation, Materials and Context||Fiona Farr, Angela Farrell|
|Reflecting on Linguistic Knowledge and Target English||Fiona Farr, Angela Farrell|
|Reflecting on Classroom Language Use||Fiona Farr, Angela Farrell|
|Reflecting on Classroom Management and Learner Engagement||Fiona Farr, Angela Farrell|
|The Post-Practice Feedback Session||Fiona Farr, Angela Farrell|
|Reflective Practice as a Professional Development Tool||Fiona Farr, Angela Farrell|