Angela Maria Gamboa González, Catalina Herrera Mateus
{"title":"Pre-Service Teachers' Reflections in a Virtual Learning Community: A Praxeological Study","authors":"Angela Maria Gamboa González, Catalina Herrera Mateus","doi":"10.17227/folios.55-11912","DOIUrl":null,"url":null,"abstract":"This paper presents a praxeological study that analyzes pre-service teachers' reflections about their beliefs in teaching, English language teaching theories, and experiences as teachers. These reflections were shared in a VLC (Virtual Learning Community) to promote pre-service teachers’ reflection in three moments: in, on, and for action. The participants were 25 pre-service teachers from a bachelor's program in English as a foreign language teaching at a private university in Bogotá, Colombia. The data collected came from the participants’ responses, lesson plans, video recordings of their classes shared in the vlc, and a focus group. The results indicated that by reflecting on different moments of the teaching practice and sharing experiences with other classmates, pre-service teachers became more conscious about language teaching theories, their implementation, their actions, and decisions in the classroom. However, there is a need to promote deeper levels of reflection, in which pre-service teachers interpret and understand what happens in their practice better, from a critical point of view and in light of the theory and the reality of the school.","PeriodicalId":30346,"journal":{"name":"Folios","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Folios","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17227/folios.55-11912","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 2
Abstract
This paper presents a praxeological study that analyzes pre-service teachers' reflections about their beliefs in teaching, English language teaching theories, and experiences as teachers. These reflections were shared in a VLC (Virtual Learning Community) to promote pre-service teachers’ reflection in three moments: in, on, and for action. The participants were 25 pre-service teachers from a bachelor's program in English as a foreign language teaching at a private university in Bogotá, Colombia. The data collected came from the participants’ responses, lesson plans, video recordings of their classes shared in the vlc, and a focus group. The results indicated that by reflecting on different moments of the teaching practice and sharing experiences with other classmates, pre-service teachers became more conscious about language teaching theories, their implementation, their actions, and decisions in the classroom. However, there is a need to promote deeper levels of reflection, in which pre-service teachers interpret and understand what happens in their practice better, from a critical point of view and in light of the theory and the reality of the school.