|
Tác giả CN
| Walsh, Steve. | |
Nhan đề
| Doing reflective practice: a data-led way forward /Steve Walsh; Steve Mann. | |
Thông tin xuất bản
| 2015. | |
Mô tả vật lý
| p. 351-362. | |
Tùng thư
| Oxford University Press. | |
Tóm tắt
| This article makes the case for an approach to reflective practice (RP) that is both evidence-based and data-led. We argue that, while RP within the field of TESOL enjoys a relatively high level of acceptance and status (perhaps even an orthodoxy), it has little corresponding knowledge base that demonstrates how RP ‘gets done’. We propose a need for more concrete descriptions of RP in order for teachers and teacher educators to fully engage with its possibilities, and in order to establish a knowledge base for promoting and supporting research by and for practitioners. In this article, we focus on the approaches that might be adopted to promote data-led and evidence-based reflection. Such a data-led approach would encourage the use of professional data, alongside appropriate tools (presented below) as a means of aiding and promoting practitioner reflection. In the first part of the article, we briefly outline what we consider to be some of the main challenges facing RP; in the second, we put forward a number of tools and procedures for enhancing RP and making it collaborative, data-led, and evidence-based. | |
Đề mục chủ đề
| Ngôn ngữ--Giảng dạy--Tiếng Anh--TVĐHHN | |
Tác giả(bs) CN
| Mann, Steve | |
Nguồn trích
| ELT journal.- 2015, Vol. 69, No. 4. |
| |
000
| 00000nab a2200000 a 4500 |
|---|
| 001 | 37616 |
|---|
| 002 | 2 |
|---|
| 004 | 48081 |
|---|
| 005 | 202007141447 |
|---|
| 008 | 160308s2015 enk eng |
|---|
| 009 | 1 0 |
|---|
| 022 | |a09510893 |
|---|
| 039 | |a20200714144709|bhuongnt|y20160308142530|zsvtt |
|---|
| 041 | 0 |aeng |
|---|
| 044 | |aenk |
|---|
| 100 | 1 |aWalsh, Steve. |
|---|
| 245 | 1 |aDoing reflective practice: a data-led way forward /|cSteve Walsh; Steve Mann. |
|---|
| 260 | |c2015. |
|---|
| 300 | |ap. 351-362. |
|---|
| 362 | 0 |aVol. 69, No. 4 (2015) |
|---|
| 490 | |aOxford University Press. |
|---|
| 520 | |aThis article makes the case for an approach to reflective practice (RP) that is both evidence-based and data-led. We argue that, while RP within the field of TESOL enjoys a relatively high level of acceptance and status (perhaps even an orthodoxy), it has little corresponding knowledge base that demonstrates how RP ‘gets done’. We propose a need for more concrete descriptions of RP in order for teachers and teacher educators to fully engage with its possibilities, and in order to establish a knowledge base for promoting and supporting research by and for practitioners. In this article, we focus on the approaches that might be adopted to promote data-led and evidence-based reflection. Such a data-led approach would encourage the use of professional data, alongside appropriate tools (presented below) as a means of aiding and promoting practitioner reflection. In the first part of the article, we briefly outline what we consider to be some of the main challenges facing RP; in the second, we put forward a number of tools and procedures for enhancing RP and making it collaborative, data-led, and evidence-based. |
|---|
| 650 | 17|aNgôn ngữ|xGiảng dạy|xTiếng Anh|2TVĐHHN |
|---|
| 700 | 1 |aMann, Steve |
|---|
| 773 | |tELT journal.|g2015, Vol. 69, No. 4. |
|---|
| 890 | |a0|b0|c0|d0 |
|---|
| |
Không có liên kết tài liệu số nào
|
|
|
|