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ERIC Number: EJ805998
Record Type: Journal
Publication Date: 2008-Oct
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
Reflection and Professional Identity in Teachers' Future-Oriented Discourse
Urzua, Alfredo; Vasquez, Camilla
Teaching and Teacher Education: An International Journal of Research and Studies, v24 n7 p1935-1946 Oct 2008
Educational researchers have recently suggested that Schon's influential model of the "reflective practitioner" lacks a prospective, or future, dimension. In this study, we examine instances of future-oriented talk produced by novice English as-a-second-language (ESL) teachers during mentoring meetings in one North American university setting. Context-specific functions of future-oriented discourse (e.g., planning, prediction) are investigated in relation to reflective thinking and teacher identity. We illustrate how teacher mentoring meetings represent discursive spaces in which novice teachers have an opportunity to verbalize plans, predict outcomes, consider possibilities, and reflect on their evolving pedagogical practices. We argue that teacher mentors should become aware of these important functions, and encourage prospective reflection in novice teachers. (Contains 5 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North America