Foreign Language Teacher Preparation and Asynchronous CMC: Promoting Reflective Teaching
Gillian Lord, University of Florida, United States ; Lara Lomicka, Unviersity of South Carolina, United States
Journal of Technology and Teacher Education Volume 15, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Reflection is a commonly accepted practice and considered advantageous in teacher education programs. Teachers are encouraged to think critically about their beliefs and teaching styles with the intended goal of fostering greater professional and personal development. Nonetheless, researchers have noted the challenges inherent in encouraging deeper reflection than a simple description of actions and consequently, teacher trainers must seek better techniques for promoting effective reflection. One such method is to consider reflection as a social (as well as individual) process, allowing students to share their reactions and provide feedback for each other based on common experiences. Computer-mediated communication technologies (e-mail and virtual discussion forums) facilitate a transformation from traditional journaling to journaling as a social phenomenon, which can then become a highly social endeavor and eminently feasible for students to accomplish within or beyond the classroom. This article reports on a collaborative cross-institutional project in which students formed communities of foreign language teachers-in-training to share, reflect, and learn, while at the same time becoming experts in technological tools. Results suggest that social reflection is beneficial in promoting increased and deeper reflection, and that technology use among teachers-in-training provides them with valuable tools for their future teaching endeavors.
Lord, G. & Lomicka, L. (2007). Foreign Language Teacher Preparation and Asynchronous CMC: Promoting Reflective Teaching. Journal of Technology and Teacher Education, 15(4), 513-532. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2007 Society for Information Technology & Teacher Education
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Unraveling the Mystery of EFL Teachers’ Professional Development in Computer Assisted Language Learning: A Reflective Approach
Jun-jie Jack Tseng, National Taiwan Normal University, Taiwan
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4160–4168
Melanie Shoffner, Purdue University, United States
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 2963–2969
Swapna Kumar, Boston University, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1455–1462
Richard E. Ferdig, University of Florida, United States; Debra Sprague, George Mason University, United States; Cleborne Maddux, University of Nevada, United States; Peter Albion, University of Southern Queensland, Australia
Journal of Technology and Teacher Education Vol. 15, No. 4 (October 2007) pp. 429–437
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.