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In-Service Teacher Education - Roberto Amorim

In-Service Teacher Education - Roberto Amorim

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Published by bobamorim
An Investigation of Teachers' Reactions to an In-service Teacher Education Program Based on Reflection and Action Research
An Investigation of Teachers' Reactions to an In-service Teacher Education Program Based on Reflection and Action Research

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Published by: bobamorim on Nov 24, 2009
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10/21/2011

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iiAN INVESTIGATION OF TEACHERS' REACTIONS TO AN INSERVICETEACHER EDUCATION PROGRAM BASED ON REFLECTION AND ACTIONRESEARCHBYALTAMIR ROBERTO MACHADO AMORIMLicenciado, Centro Universitário de Belo Horizonte, 1974Curso de Pós Graduação, Centro Universitário de Belo Horizonte, 2003THESISSubmitted in partial fulfillment of the requirementsfor the degree of Master of Arts in Teaching English as a Second Languagein the Graduate College of theUniversity of Illinois at Urbana-Champaign, 2005Urbana, Illinois
 
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ABSTRACT
Conferences on language teacher education are being held all over the worlddisplaying marked emphases on inservice teacher education and programs that areteacher-learner-centered, context-sensitive, and which, through reflection andcollaborative action research, allow teachers to further their own professionaldevelopment and their knowledge about the teaching processes. In view of such interest,and the still scarce amount of published data-based evidence on the effectiveness of suchprograms, particularly from the point of view of the teachers, this study investigatedteachers’ reactions to a program that incorporates those characteristics. More specifically,it investigated how teachers acknowledged the impact of reflection on their beliefs andpractice, which activities teachers thought were more motivating and beneficial to them,what specific and practical learning issues emerged from such a program, and how muchthis approach contributed to giving teachers a sense of ownership of their developmentalprocess.For this investigation, four Teacher Assistants from the Division of English as anInternational Language of the University of Illinois at Urbana-Champaign participated ina 10-week program based on reflection and action research devised after suggestionsfrom the literature.The findings indicate that teachers, without downplaying the importance of instruction on theory, see reflection and action research as effective tools fordevelopment, and see this approach to teacher education as more beneficial to theirprofessional development than programs heavily based on theory and methods.
 
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TABLEOFCONTENTSLISTOFFIGURES
................................................................................................... ix
LISTOFTABLES
..................................................................................................... x
CHAPTER1INTRODUCTION
........................................................................... 1The Choice of the Topic...................................................................................... 1TheScarcity of Data-based Research on the Effectiveness of TeacherEducation Approaches and Practices.................................................................. 1The Effectiveness of Preservice Compared to Inservice Teacher Education….. 2Characteristics of Inservice Teacher Education.................................................. 3A Trend toward Teacher-Learner-Centeredness, Reflection, and ActionResearch.............................................................................................................. 4The Purpose........................................................................................................ 5The Framework................................................................................................... 5Specific Research Objectives and Organization................................................. 6
CHAPTER2LITERATURE REVIEW
............................................................... 7Recent History and Trends in TESOL Teacher Education Research………….. 7Preservice and Inservice Language Teacher Education...................................... 9Common Problems with Inservice Teacher Education....................................... 11From Top-Down to Teacher-Learner Centered Inservice Education.................. 12Reflection in Language Teacher Education Programs........................................ 14Broadening the Scope of Reflective Activities................................................... 17From Reflection to Action................................................................................... 18Teachers and Research........................................................................................ 19Comparison of the Program Used for Data Collection in this Project withanother Tri-Dimensional Framework Suggested in the Literature...................... 23Empirical Research on the Effectiveness of Reflection in Teacher Education... 25

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