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Pre-service and in-service efl teachers’ levels of reflection [Niveles de reflexión de profesores de inglés en formación y en ejercicio profesional]

dc.contributor.authorOchoa T.T.
dc.contributor.authorLarenas C.D.
dc.contributor.authorHernández P.A.
dc.contributor.authorLara M.Q.
dc.contributor.authorLeiva L.R.
dc.contributor.authorPezo P.E.
dc.date.accessioned2020-09-02T22:24:39Z
dc.date.available2020-09-02T22:24:39Z
dc.date.issued2019
dc.identifier.citation35, 90, 1402-1434
dc.identifier.issn10121587
dc.identifier.urihttps://hdl.handle.net/20.500.12728/5594
dc.descriptionThe objective of this study is to identify the levels of reflection achieved by Chilean pre-service and in-service teachers of English based on their classroom performance. This research was qualitative and employed a case study design. The participants were 121 pre-service teachers and 54 novice in-service teachers from Chile. In order to collect data, a reflection form was completed by them. The results indicate that the participants only show a descriptive level of reflection, which is the most basic. It is suggested that English language teacher education programs promote reflection, at higher levels, in undergraduate courses of didactics and practicum. © 2019, Universidad del Zulia. All rights reserved.
dc.language.isoen
dc.publisherUniversidad del Zulia
dc.subjectEFL
dc.subjectLanguage teaching
dc.subjectReflection
dc.subjectTeacher education
dc.titlePre-service and in-service efl teachers’ levels of reflection [Niveles de reflexión de profesores de inglés en formación y en ejercicio profesional]
dc.typeArticle


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