Sentences with phrase «english teacher reflection»
Placing technologies in preservice English teacher reflection: Connecting reflective practice and technological pedagogical content knowledge.
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Several teachers also have assigned the book as a work of nonfiction to students in English classes, and have used it to prompt students» reflections on their education.
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A book review on Education Matters: Selected Essays and Carol Jago «s reflections in «Much Ado About Something» on her experiences as an English teacher round out this issue of Education Next.
Preservice English teachers» concern over the specific length of their reflections illustrates the inflexibility commonly associated with reflective practice.
(Of interest is that a random sampling of the entries written by the preservice English teachers revealed most reflections consisted of 450 to 550 words, with some entries as low as 250 words and some as high as 750 words.)
Doing so, however, may have implications for preservice English teachers» reflection.
Audience was also an issue influenced by the preservice English teachers» choice of technology medium and one that is addressed in informal reflection through the element of communal interaction.
Situated in informal reflection (Shoffner, 2008), preservice English teachers» choice of a specific technology medium for reflective practice is examined for satisfaction with their choice and understanding of that medium's influence on their reflection.
On the evaluations, the preservice English teachers were asked to identify the electronic medium used for their informal reflection journal.
The implications of the preservice English teachers» views on technology use for reflection are then explored, with attention to the choice of «easy» forms of technology and the elements of journal length, choice of expression, and audience awareness in reflective practice.
The end - of - semester evaluation asked the preservice English teachers the following question: «Do you feel your choice of technology medium affected your reflection in any way?»
Informal reflection relies on a more flexible structure to engage preservice English teachers in reflection.
One of the key characteristics of digital video that English educators and English teachers report on together is that integrating digital video into learning activities builds upon the representational power of replay, review, and reflection.
The following global affairs lesson plan for English teachers, history teachers and humanities teachers outlines reflection and processing exercises connected Alexandria Bombach's film «Afghanistan...
The preservice English teachers were satisfied with their choice of technology medium for reflection, in part, because their choice supported completion of the reflection journal without an additional layer of difficulty.
Not too many English teachers can say that magical moments occur while grading essays; yet, one of my most magical teaching moments occurred while I sat reading through students» unit reflections this past weekend, and assessment literacy is to thank for this moment of sheer educator bliss.
For instance, one student, Selene, an English Language Learner (ELL) who could seem shy and passive in school, used the student - led conference tools to choose her own piece of writing for reflection and prepare a script to lead a conference with her teacher and father.
In the methods course, preservice English teachers» reflective practice was developed through an informal reflection journal.
Each week, I responded to the preservice English teachers» reflections, offering a different perspective, encouraging new understandings, and providing support as necessary.
As an English teacher educator, I chose to explore these questions in a secondary English methods course by integrating technology into a reflection journal assignment.
Modifying the informal reflection assignment to require the use of these less familiar forms of technology would extend the preservice English teachers» interactions with technology, in general, and provide specific experiences with a different medium that might encourage future experimentation in the classroom while supporting the development of preservice teachers» TPACK during university preparation.
The technology medium chosen also influenced preservice English teachers» approach to reflection.
Different forms of technology that support individual ways of engaging in reflection may encourage preservice English teachers to expand their understanding of reflective practice beyond the rigidity often associated with university reflection.
Communal interaction, informal reflection's fourth element, was somewhat limited, in that the preservice English teachers were not required to share their reflection journals with an outside audience other than me (the professor for the course).
The evaluations asked the preservice English teachers to explain why they chose to use a specific technology medium for their informal reflection journal.
Several preservice English teachers pointed to the capability of weblogs» to make reflection journals easy for the professor, as well, noting that weblogs were «easy to work with for both of us» and «easy for you to leave comments.»
Although a direct email is a relatively simple and frequently used technology medium, few preservice English teachers chose to use this particular form for their reflection journals.
The preservice English teachers did not point to any future use of the collected reflections, however.
The preservice English teachers noted the influence of the technology medium on their approach to reflective practice, an issue related to the element of personal expression in informal reflection.
The implications of the preservice English teachers» views on technology use for reflection were then explored, with attention to the choice of «easy» forms of technology and the elements of journal length, choice of expression, and audience awareness in reflective practice.
This preservice teacher chose to ignore grammatical and mechanical conventions in his reflection, yet his choice of language clearly conveys his consideration of technology in the English classroom.
Of the various technology media the preservice English teachers could use for their informal reflection journals, they chose one of the following: an individual weblog, a personal webpage, a direct email to the professor, or electronic submission of a Microsoft Word document via email.
English teacher education programs often look for ways to help preservice teachers engage in critical reflection, participate in communities of practice, and write for authentic audiences in order to be able to teach in the 21st century.
Pope and Golub (2000) have suggested several guiding principles specific to English teacher preparation for instructional technology integration, including (a) introducing different technologies that support both instructional and pedagogical goals; (b) reinforcing that teachers should know how to effectively model the use of technologies to their students; (c) addressing how to evaluate technologies for instructional purposes; and (d) encouraging reflection and evaluation on instruction with and without technologies.
2012 - 2013 syzygy, project space in a social housing flat in Elephant and Castle, hosting 8 residencies, workshop programs and curated exhibitions with invited UK and international artists, London 2011 - 2016 In The Company of Elders, reflections and performance with a group of Elders, London / Bath AWARDS AND GRANTS 2014 FreeSpace, awarded for impact and participation in The Big Lottery National funding Awards Wenlock Barn TMO, winners of national TMO Awards for involving community through Fourthland projects Awards for All funding, Wenlock Barn Estate, Meeting House 2011 - 2013 Big Lottery Funding, The Back Garden and Public Program, Wenlock Barn Estate 2010 - 2011 Big Lottery Funding, The Growing Kitchen Community, Wenlock Barn Estate 2008 - 2010 Shoreditch Trust Commission, The Growing Kitchen, Wenlock Barn Estate 2009 University of East London, Funding, Making architecture TEACHING 2015 Visiting Artists, Bergen Academy of Art and Design Norway Visiting Artists, CASS School of Art and Design Louise isik Sayarer (1982, British / Turkish) EDUCATION 2007 - 2011 BA Fine Art part time, Sir John Cass school of Art and Design, London 2006 Foundation in Art and Design, Sir John Cass School of Art and Design, London 2002 - 2005 BSc / BA Environmental Science and Development Studies, University of Sussex 2000 BTEC level 3 Tropical Habitat Conservation Madagascar Recent Training 2016 - 2017 Shakti dance 2015 - 2016 Dancing Tao - Movement Medicine circle Previous work 2008 - 2015 Artist associate SASA Works Architecture 2010 - present Bow Arts Trust, Education Artist 2007 - 2008 Education Officer Chelsea Physic Garden 2006 - 2007 Education Officer The Wildlife Trust 2005 Research associate Ethnomedica, Kew Gardens Eva Knutsdotter Vikstrom (1985, Norwegian / Swedish) EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedish Spanish
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About Blog Reflections of an English Language Teacher.