Gaps in reflective training: 42.9 per cent of trainees had not experienced on-line collaborative talk and 42 per cent had not been asked to produce written assignments about ELT in Oman¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2015: baselines and conditions change

Subclaims¶

q2 i? 42.9 per cent of trainees had not experienced any on-line collaborative talk and 42 per cent had not been asked to produce written assignments (research) about ELT in Oman, despite the literature emphasising both. → Ali Al-Issa & Ali Al-Bulushi 2010 q2 i? Five trainers had been telling their trainees how to teach and four had been demonstrating how to teach, practices the literature discourages. → Ali Al-Issa & Ali Al-Bulushi 2010 (2)

Evidence¶

Ali Al-Issa & Ali Al-Bulushi 2010¶

Ali Al-Issa & Ali Al-Bulushi. (2010). Training English Language Student Teachers to Become Reflective Teachers. Australian Journal of Teacher Education, Vol 35, 4. https://ro.ecu.edu.au/ajtec/vol35/iss4/4/

q2 · i? · associational · r1

Conclusion section of the survey study. "42.9 per cent of the trainees had not experienced any on-line collaborative talk" and "42 per cent of them had not been asked to produce any written assignments", against literature emphasising collaborative talk and action research.

"it was found that 42.9 per cent of the trainees had not experienced any on-line collaborative talk and 42 per cent of them had not been asked to produce any written assignments (research) about ELT in Oman."

Ali Al-Issa & Ali Al-Bulushi 2010 (2)¶

Ali Al-Issa & Ali Al-Bulushi. (2010). Training English Language Student Teachers to Become Reflective Teachers. Australian Journal of Teacher Education, Vol 35, 4. https://ro.ecu.edu.au/ajtec/vol35/iss4/4/

q2 · i? · associational · r1

Conclusion section. "five trainers had been telling their trainees how to teach and four had been demonstrating to their trainees how to teach", which the article says can have negative implications for trainees' reflective stances.

"it was found that five trainers had been telling their trainees how to teach and four had been demonstrating to their trainees how to teach."

Discussion¶

Related Claims¶

• Trainee and trainer responses contradicted each other on ten questionnaire items (4, 10, 11, 14, 17, 18, 19, 21, 23, 25), suggesting a lack of coordination among trainers — related
• Some SQU ELT trainers used prescriptive practices contrary to reflective preparation: telling trainees how to teach (74.2% agreement), restricting lesson planning to the teachers guide (53.4%), and training them to teach only the national textbook (66.8%) — related
• SQU ELT trainers encouraged peer observation and same-day feedback sessions, with 78.9% of trainees agreeing trainers encouraged class visits and 81.9% agreeing feedback came the same day as observation — related
• Instruction plus the reflection tool improved vocational students' actual collaborative chat behavior compared with control, but instruction alone did not demonstrate any desired collaborative behaviors more often than control — related
• Microcounseling has been shown effective in teaching numerous behaviorally defined interviewer skills — related