Reflection and dialogue on postgraduate professional development for experienced language teachers

Simple item page
aut.relation.articlenumber1
aut.relation.endpage20
aut.relation.issue1
aut.relation.startpage5
aut.relation.volume19
aut.researcherDenny, Heather Gabrielle
dc.contributor.authorConway, C
dc.contributor.authorDenny, HG
dc.date.accessioned2013-09-24T22:17:22Z
dc.date.accessioned2013-09-25T03:35:28Z
dc.date.accessioned2013-09-25T03:35:57Z
dc.date.accessioned2013-09-30T03:15:02Z
dc.date.available2013-09-24T22:17:22Z
dc.date.available2013-09-25T03:35:28Z
dc.date.available2013-09-25T03:35:57Z
dc.date.available2013-09-30T03:15:02Z
dc.date.copyright2013
dc.date.issued2013
dc.description.abstractRecent discussion has focused on the benefits and constraints of using and teaching reflection for professional self-development (Farrell, 2007; Volk, 2010). Alongside this is an interest in the value of dialogue in teacher development (for example Edge, 2007). This paper describes the experience of advanced language teachers participating in a reflective practice project undertaken as a paper in a professional master’s qualification in a New Zealand tertiary institution. Using data from teacher participant reflective essays and an end of course evaluation, the paper describes teachers’ growth in reflectivity and notes the role of dialogue in promoting professional development. The paper also explores the extent to which Stanley’s framework (1998) was useful in measuring levels of reflectivity. The researchers found that teachers believed the course promoted their professional development in several ways, and that the activities participants found most helpful were ones that contained an element of dialogic interaction. Participants’ level of reflectivity at the end of the course was high on Stanley’s (1998) framework, but it was necessary to modify parts of the framework for use in this context.
dc.identifier.citationNew Zealand Studies in Applied Linguistics, vol.19(1), pp.5 - 20
dc.identifier.urihttps://hdl.handle.net/10292/5713
dc.publisherRMIT Publishing
dc.relation.replaceshttp://hdl.handle.net/10292/5701
dc.relation.replaces10292/5701
dc.relation.replaceshttp://hdl.handle.net/10292/5703
dc.relation.replaces10292/5703
dc.relation.replaceshttp://hdl.handle.net/10292/5704
dc.relation.replaces10292/5704
dc.relation.urihttp://search.informit.com.au/fullText;dn=661920226991173;res=IELHSS
dc.rightsNOTICE: this is the author’s version of a work that was accepted for publication. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in (see Citation). The original publication is available at (see Publisher's Version).
dc.rights.accessrightsOpenAccess
dc.subjectLanguage teacher development
dc.subjectLanguage teacher educationi
dc.subjectReflective practice
dc.subjectAction research
dc.titleReflection and dialogue on postgraduate professional development for experienced language teachers
dc.typeJournal Article
pubs.elements-id156272
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Culture and Society
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
article for NZSAL resubmission 11 7.pdf
Size:
132.56 KB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
licence.htm
Size:
30.34 KB
Format:
Unknown data format
Description:
Download
Collections
School of Language and Culture