Semester-long reflective culture session structure for the EFL classroom¶
Design · All designs
Evidence · no claims cited
Description¶
The article describes a recurring learning-session structure sustained for a whole semester, combining reflective description of everyday objects, stepping out of one's "myness" to examine professional identity, reflection on past learning products, reflective journals and think-aloud protocols, and reflective readings and discussions based on teamwork. The author reports this structure generated a privileged atmosphere and group unity as a culture, with students gradually observing, reflecting on, and analyzing assignments from multiple perspectives.
Design Implications¶
Context¶
Requirements¶
- Teacher feedback described as thoughtful and constructive
- A community of practice maintained within the group
Constraints¶
- Implemented with 32 pre-service EFL teachers at one pedagogical university
Target Learners¶
- university students in a teacher education program
Target Goals¶
- critical thinking
- metacognitive skills
- cultural awareness
Claims¶
Related Patterns¶
Examples¶
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Key Sources¶
- Șchiopu, L. (2018). Integrating metacognition and critical thinking skills in the exploration of culture in EFL classroom. Journal of Pedagogical Research, 2(3), 181-191. https://eric.ed.gov/?id=EJ1301134
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
reflective-culture-session-structure-pattern |
title |
Semester-long reflective culture session structure for the EFL classroom |
description |
The article describes a recurring learning-session structure sustained for a whole semester, combining reflective description of everyday objects, stepping out of one's "myness" to examine professional identity, refle... |
status |
review |
generated |
by process:wiki-ingest on 2026-09-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — șchiopu-2018 |
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