Engage trainees in focused observation tasks, collaborative learning tasks, and peer communities of practice to develop reflective practitioners¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends three linked approaches for ELT trainer preparation. First, structured observation tasks (following Wajnryb) that focus on "one or a small number of aspects of teaching or learning" and require collecting data from the actual lesson, developing a skilled and trained eye and reducing dependence on the trainer. Second, collaborative learning tasks such as role plays, simulations, problem solving, reflective discussion, group work and writing, designed to centre on a specific task with reflection as a goal, provide challenge, encourage integration, require ordering of thoughts and involve evaluation. Third, encouraging student teachers to create a "'community of practice' (Wenger, 1998)" in which they participate in dynamic collaborative inquiries and take collective responsibility for identifying and addressing their needs.

Design Implications¶

Context¶

Requirements¶

• Tasks should be designed to centre on a specific task, with reflection as a goal, provide challenge, encourage integration, require ordering of thoughts and involve evaluation

Constraints¶

• The article notes Wajnryb's tasks are not exhaustive and competent trainers can enrich the training process beyond existing resources

Target Learners¶

• pre-service ELT student teachers on teaching practice

Target Learning Goals¶

• informed decision making, problem solving, and critical reflective thinking about teaching

Related Strategies¶

• Use a triadic guiding-question checklist to design and reflect on adult learning activities across preparation, performance and reflection
• Use technology-mediated learning to shift the trainer's role from knowledge provider to facilitator and foster reflection

Examples¶

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Key Sources¶

• 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/