Please use this identifier to cite or link to this item: http://hdl.handle.net/10201/87606

Title: Reflective teaching : An approach to education base on active learning, meaning-making and discussion.
Issue Date: 4-Mar-2020
Date of creation: 2016
Related subjects: CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre::372 - Enseñanza preescolar y elemental
Keywords: Congreso internacional
Investigación
Innovación
Educación infantil
Educación primaria
Abstract: For heterogeneous and multilingual groups of students to work together and learn, there must be a common ground in which they can meet, interact, discuss their ideas and have the opportunity to express their different perspectives. That common ground is reflection. This is the key point to integrate subject and language content of language courses. If students do not elaborate their own thoughts, they cannot develop their knowledge. If there is no reflection, there is no learning. If they do not use the target language to articulate their own ideas, they are actually not using it for a real purpose nor can they connect new knowledge to previous one. In Higher Education courses such as “Didáctica de la lengua inglesa” (Teaching English as a Foreign Language) at the University of Valencia, we find that 4th year students tend to memorize and reproduce the contents they study without really putting much thought into it. They are used to sitting in classes and listening to lectures, but not to build up their own thoughts, reach their own conclusions and develop their own theory-in-use as future primary teachers of English. They lack the confidence to think critically for two main reasons: they have not done it before and they have not been trained to do it. For most of their lives they only have been passive recipients of knowledge and have not had an active role in their own education. This paper aims to discuss a possible remedy for this and to present practical examples based on Dewey’s approach to reflection as a meaning-making process and Elliott’s principles of procedure along with a blended learning model that places emphasis on students learning outside of the traditional classroom space. First, by fostering the development of pre-service teachers by means of 702 guided and focused discussion of specific readings both on reflective practice and on teaching English in the primary classroom. Second, by having them play an active role in their learning process and their actions in the classroom, and third, by using Facebook as a didactic tool that facilitates interaction and exchange of perspectives. As it will be shown, having learners reflect and discuss their thoughts in every class is the overall objective.
Primary author: Reyes Torres, Agustín
Faculty / Departments / Services: Universitat de València
Published in: Congreso Internacional de Investigación e innovación en educación infantil y primaria.
URI: http://hdl.handle.net/10201/87606
Document type: info:eu-repo/semantics/other
Number of pages / Extensions: 4
Rights: info:eu-repo/semantics/openAccess
Attribution-NonCommercial-NoDerivatives 4.0 International
Sponsor: Agencia de Ciencia y Tecnología de la Región de Murcia.
Appears in Collections:IV Congreso Internacional de Investigación e Innovación en Educación Infantil y Primaria



This item is licensed under a Creative Commons License Creative Commons