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ERIC Number: EJ960456
Record Type: Journal
Publication Date: 2010
Pages: 11
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-1715-2461
Helping EFL Student Teachers to Make Conversations with the Problematic Materials of Their Situations: Practicing Schon's and Brookfield's Approach
Tadesse, Dereje
Ontario Action Researcher, v11 n1 Article 1 2010
This study was prompted by experiential confrontation with prospective teachers' opting for fending off effective reflection and harboring of silence, each of which debilitated developing adequate skills of planning appropriate lessons and presenting them meaningfully. Choosing a practitioner inquiry design formulated based upon works of Schon (1983, 1987) and Brookfield (1986, 1995), this study inquired into ways for effective reflection within the existing condition. Ten pre-service EFL student teachers were selected purposefully to take part in the study. Reflective journaling was employed both as a research method and strategy of reflection. The finding indicates that Schon's theory of trainer-trainee collaborative reflection upon problematic materials of their situations is not only a robust explanatory theory but also practical and useful strategy of EFL reflective practicum.
Nipissing University. 100 College Drive, Box 5002, North Bay, Ontario, P1B 8L7 Canada. Tel: 705-474-3450; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ethiopia