Termout.org logo/LING


Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled.

Lista de candidatos sometidos a examen:
1) reflective (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: reflective


Is in goldstandard

1
paper CH_corpusLogostxt69 - : Local Wording, correctness, Local structure Extra-textual comments Indirect requests Closed questions: problem posing, heuristic Open questions: problem posing, heuristic Reflective statements: interpretation, explanatory, experience, remarks, response, reaction .

2
paper CH_corpusSignostxt529 - : The following extracts taken from one respondent’s (labeled as Student 3 below) final reflective paper in Introduction to Spanish Interpretation and the two different respondents (labelled as Student 4 and Student 5 below) in Introduction to Spanish Translation evidence the positive role service-learning had on vocabulary development:

3
paper CH_corpusSignostxt529 - : Aligning with students’ self-reported developmental goals, two of the nineteen learners (labeled as Student 6 and Student 7 below) from Introduction to Spanish Translation noted the following in their final reflective papers:

4
paper CH_corpusSignostxt280 - : This paper attempts to establish a relation between the role played by metapragmatic awareness in oral comprehension and the skill to produce written narrative texts. It is also part of a greater project that looks at metalinguistic and/or cognitive abilities that might associate with the development of oral comprehension of non-literal language in school ages and the possible differences in the development of reading and writing in boys and girls with distinct comprehension levels of figurative language. It is believed that metapragmatic awareness starts at six years of age and that it involves verbalized conscience of the difference between language and context plus a reflective control over this relation in a given communicative situation (Gombert, 1992). Verschueren (2002) argues that the indicators of metapragmatic awareness work as (a) mechanisms that seek linguistic forms relative to the context; (b) reflective interpretation signals of the activities language users do ; and (c)

5
paper CL_LiteraturayLingüísticatxt262 - : It seems that even though teaching preparation courses often incorporate a call for reflective teaching in their trainees, which takes the form of systematic sessions where thought-provoking scenarios result in practices interrogated and innovative pedagogical treatments, lecturers do not equally interrogate the tenets supporting their own teaching. As a way of illustration, a quick glance at the descriptors of the English teacher preparation courses in Chile reveals that concepts such as critical thinking and reflective teaching recur without respite, which raises questions relating to the depth and breadth of the (recurrent) concepts used: Either all of the programmes are equally of prime excellence, an argument that collides head-on with the mandatory accreditation process that such programmes must undergo in Chile and the ensuing diverse results, or crucial concepts such as those mentioned above are void of true meaning .

6
paper CO_ColombianAppliedLinguisticsJournaltxt252 - : It is essential to point out that the encounters in context enabled the research participants to reflect upon their own professional development. Examples from the participants’ utterances evidenced the reflective process in which they engaged:

7
paper CO_ColombianAppliedLinguisticsJournaltxt25 - : [2] número7 [3]The Design of Reflective Tasks for the Preparation of Student Teachers [4]Searching for coherence in language teaching: the issue of teaching competencies [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas

8
paper CO_ColombianAppliedLinguisticsJournaltxt25 - : Universities should be clear about the results expected from undergraduate students when engaging in monograph projects. A monograph is understood as a written document based on research around a specific theme, which presents the ideas in an organised and systematic way. In our particular context, monographs are seen as research exercises. Therefore, and given the fact that for most students the monograph is the first research attempt, they are recommended to opt for a well-organized reflective exercise with a practical application rather than for a big discovery or scientific development (Comité Asesor Carrera de Filología e Idiomas: 2003 ). This is stressed by one of the partcipants who asserts that "The interesting thing of an investigation is that it should have a real influence on people's life" (S8, 181-182, interview).

9
paper CO_ColombianAppliedLinguisticsJournaltxt27 - : willingness to be reflective, set high expectations, and use the following beliefs as a foundation for curriculum development were effective in the success of a challenging student, Frankie:

10
paper CO_ColombianAppliedLinguisticsJournaltxt61 - : Responses to Reading Material. The three non-native students chose to write their reflective essays on the same topic: children returning from living abroad (kikoku shijo ). Their responses revealed that class discussions had created interest which transcended the reading, probably due to the contributions of the female native speaker who had just such a background. Her personal testimony created a deep impression on the language learners who were able to make connections between text comprehension, discussion, and personal responses. Thus they found it easier to write about.

11
paper CO_ColombianAppliedLinguisticsJournaltxt2 - : [2] número5 [3]Introduction [4]Developing Reflective and Investigative Skills in Teacher Preparation Programs: The design and implementation of the Classroom Research Component at the Foreign Language Program of Universidad del Valle [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas

12
paper CO_ColombianAppliedLinguisticsJournaltxt296 - : Knowledge is not static, and linguistic knowledge is no different. In spite of the fact that there are aspects of language that have been studied for hundreds of years, a concern that emerged at a later stage of our MA was that applied linguistics dealt with aspects of the language teaching activity that were liable to become a research field. A field of theory building that justified a need for research that increased, not in number, but in quality of the nature of language and language teaching. The professors and students of our MA started to tackle such concern with a reflective attitude and from a critical perspective to look at the direction applied linguistics was appearing to move in language teaching: language as a complex individual and social phenomenon .

13
paper CO_ColombianAppliedLinguisticsJournaltxt302 - : Cárdenas-Ramos, R., & Faustino, C. C. (2003). Developing reflective and investigative skills in teacher preparation programs: The design and implementation of the classroom research component at the foreign language program of Universidad del Valle . Colombian Applied Linguistics Journal, 5, 22-48. [162]https://doi.org/10.14483/22487085.180 [ [163]Links ]

14
paper CO_ColombianAppliedLinguisticsJournaltxt183 - : In terms of their text-to-world connections, students wrote about what they interpreted the novel to mean when dealing with adults, children, and the role society and government institutions have in terms of aggravating or resolving these issues. Some students argued that there are opportunities available through government aid to help those who need it, and that it is the individual' s responsibility to take advantage and improve their situation. Others saw the novel as reflecting the way in which there is little chance for improving one' s circumstances when one lives within a low socioeconomic status, and how the problems of the parents are then transferred to the children. This cycle of poverty, neglect, and want was a common theme of class discussions. In their response to a reflective prompt, one student concluded: "society affects children, because society affects our parents and our parents transmit that effect to us" (Reflective prompt 22, November 20, 2013 ).

15
paper CO_ColombianAppliedLinguisticsJournaltxt24 - : Difficulties can also be part of the process to support prospective teachers' learning through reflective tasks. During the experience that I had, using these exercises, I identified student-teachers' system of beliefs as the biggest constraint that might keep them from engaging in reflective practices (Viáfara: 2004 ). In this regard, the exposure of student- teachers to traditional models of learning along their lives can lead them to trust only on those previous approaches. Thus, they expect for their counselors to provide them with the answers for their difficulties. Similarly, some prospective teachers do not seem to transform their reflective thinking into concrete pedagogical actions. Bearing the previous in mind, including tasks to foster student-teachers' exploration of their beliefs, could make a difference in how they approach reflection for their learning.

16
paper CO_ColombianAppliedLinguisticsJournaltxt24 - : Cárdenas, R., and Faustino, C. (2003). Developing reflective and investigative skills in a teacher preparation program: the design and implementation of the classroom research component at the foreign language program of Universidad del Valle . Colombian Applied Linguistics Journal . No.6, pp. 22-48. [ [34]Links ]

17
paper CO_ColombianAppliedLinguisticsJournaltxt245 - : A final question arising from this reflective experience and which could be part of a second phase of the experience is: Is it possible to assess IC ? Various models to assess IC have been proposed by several authors; however, such models have numerous limitations that would hinder their use depending on the context, participants, and content to be studied, among other factors. This is a fact that should be considered and studied more in depth in order to identify the most suitable method to evaluate, assess, or measure students’ intercultural competences.

18
paper CO_ColombianAppliedLinguisticsJournaltxt4 - : [2] número5 [3]Developing Reflective and Investigative Skills in Teacher Preparation Programs: The design and implementation of the Classroom Research Component at the Foreign Language Program of Universidad del Valle [4]Growing together as teacher researchers [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas

19
paper CO_ColombianAppliedLinguisticsJournaltxt5 - : -Learning is reflective as well as active:

20
paper CO_ColombianAppliedLinguisticsJournaltxt194 - : More evidence that many of Chile's SLTE programs have still not adapted a reflective model can be observed in how future teachers are evaluated: traditional exams are the most cited form of evaluation in a course where practical applications should be much more prevalent . As mentioned earlier, many of the instructors lamented not being able to include more tasks such as microteachings due to the lack of freedom, lack of time, and the number of students. However, some of the needed changes here (smaller sections, modified syllabi, evaluation scheme) will have to come from the program heads, as the instructors can only work within the confines given.

21
paper CO_ColombianAppliedLinguisticsJournaltxt3 - : Developing Reflective and Investigative Skills in Teacher Preparation Programs: The design and implementation of the Classroom Research Component at the Foreign Language Program of Universidad del Valle

22
paper CO_ColombianAppliedLinguisticsJournaltxt140 - : The associations and connections students make to literary texts engage learners in a reflective activity in which students assume critical stances that encourage the development of thinking skills like: comparing, contrasting, making inferences, describing, supporting ideas, providing evidences and arguments . This promotes language use, interactions and discussions in which the voices of the individuals are heard, value and confronted making possible a dialectic environment in which the individuals' conceptions, ideas, beliefs, and notions are permanently being revised, enriched and changed. This makes FL learning a source of empowerment and personal growth for the language learner.

23
paper CO_ColombianAppliedLinguisticsJournaltxt155 - : Such change of mind calls for reconceptualized EFL teaching that is more learner-centered and culturally sensitive. This new teaching should focus on helping learners to be capable of engaging actively in the interpretations of the world while comparing and contrasting the shared meanings of both their own and that of others. It should encourage EFL teachers to move away from what Kramsch (1993) called a transmission of information about foreign cultures and their members' worldviews. Instead, this newfangled way of teaching should help them establish a reflective, interpersonal, multifaceted atmosphere aimed at enabling learners' function as mediators between two cultures: theirs and that of others .

24
paper CO_ColombianAppliedLinguisticsJournaltxt114 - : Cárdenas, C. R., and Faustino, C. C. (2003). Developing reflective and investigative skills in teacher preparation programs: The design and implementation of the Classroom Research Component at the Foreign Language Program of Universidad del Valle . Colomb. Appli. Linguis. J. 6, 22-48. [ [38]Links ]

25
paper CO_ColombianAppliedLinguisticsJournaltxt259 - : reflection-for-action and activating the cycle again. In this phase, active dialogic interactions take place aiming at building solid reflection, planning, and evolving teaching scenarios. In this way, the reflective cycle turns into a tool for professional development, including three specific stages of reflection: reflection on action, reflection in action, and reflection for action . As ^[57]Yanuarti and Treagust (2016) suggest, “while reflection on and in action applies during and after teaching practice, reflection for action is concerned with using reflection as a basis for planning future action for further benefits of self-continuous improvement for teachers” (p. 280).

26
paper CO_ColombianAppliedLinguisticsJournaltxt259 - : What is Beneath Reflective Practice: Skills, Goals, and Limitations

27
paper CO_ColombianAppliedLinguisticsJournaltxt259 - : In the group of participants, only one reported the use of reflective teaching strategies and linked perceived success in using strategies such as questioning to control personal progress: ‘I am constantly questioning my effectiveness in achieving specific goals in my classes, in order to find improvement strategies for future lessons’ (P09 ). Following ^[82]Kolb’s (1984) model of reflection (framed upon the principles of concrete experience, reflective observation, abstract conceptualization, and active experimentation), this particular teacher has gone beyond the concrete experience stage as not only has s/he referred to his practice, but also moved forward to review and reflect on the experience. The teacher may still need to draw conclusions on what could be done differently and what could be improved so that afterwards, he may even attempt to take action by activating the experimentation stage. However, this teacher is able to exercise reflection and questioning to improve practice, as

28
paper CO_ColombianAppliedLinguisticsJournaltxt136 - : Reflective Journal Perceptions:

29
paper CO_Lenguajetxt74 - : Class observation. Guided class observation provides pre-service teachers with the opportunity to explore assumptions, raises awareness of beliefs and creates conditions for discussing them. It also contributes to bridging the gap between theory and practice. Golombek (2009) states that teachers continually enact a conversation between previous knowledge and the conditions in a specific classroom to make sense of their classrooms. Wallace's reflective model (1998) illustrates the relationship between theory and practice in teacher education by identifying two stages: 1 ) "The pre-training stage" which accounts for the formation of ST' conceptual schemata (p. 49) and 2) "the stage of professional education or development", where the relationship between received knowledge and experiential knowledge is explored through reflection and ensuing practice.

30
paper CO_Lenguajetxt194 - : Cárdenas, R., & Faustino, C. (2003). Developing reflective and investigative skills in teacher preparation programs: The design and implementation of the classroom research component at the foreign language program of Universidad del Valle . Colombian Applied Linguistics Journal, (5), 22-48. Doi: 10.14483/22487085.180. [ [156]Links ]

31
paper CO_Íkalatxt117 - : For their part, Wallace (1991) and Freeman (1991) identify models that characterize how the preparation of future teachers can be delivered. On the one hand, Wallace identifies three models: the craft model based on the imitation of what experts do;the applied science model based on practical application of the theories of scholars; and the reflective model based on an ongoing construction and interpretation of knowledge and practice. When applied to teacher education, Wallace's reflective model consists of three stages: (a ) pre-training, a point in which teachers acquire preliminary conceptual schema or mental constructs when they are students; (b) professional education or development, a period when teachers learn the actual framework of teaching and become aware of the different classroom situations through received knowledge (theories and research about second/foreign language teaching) and experiential knowledge (practical experience derived from knowing and reflection about actions);

32
paper CO_Íkalatxt117 - : 38. Vieira, I.,& Moreira, M. A. (2008). Reflective teacher education towards learner autonomy: building a culture of possibility . In M. Raya & T. Lamb (Eds.), Pedagogy for autonomy in language education: Theory, practice and teacher education (pp. 266- 282). Dublin, Ireland: Authentik. [ [80]Links ]

33
paper CO_Íkalatxt187 - : Many of the trends for language teacher development (Wallace, 1991; Richards & Lockhart, 1996; Zeichner & Liston, 1996; Moon, 2000; Farrell, 2007; Hawkins & Norton, 2009; Burton, 2009; Johnson, 2009, Richards, 2009; and Kumaravadivelu, 2012, among many others) are founded on Schön's (1983) cycle of reflection, which is very similar to the idea mentioned above. Reflective practice according to this author involves three stages: knowing-in-action, reflection-on-action, and reflection-in-action . Knowing-in-action describes knowledge acquired during practice, which eventually becomes tacit knowledge, i.e. ''knowing more than we can say'' (Schön, 1983, p. 57). Reflection-in-action refers to instances in which both the execution and the reflection upon the action are carried out at the same time. Finally, reflection-on-action is connected to knowledge resulting from spontaneous, surprising, or unexpected turns while carrying out the action.

34
paper CO_Íkalatxt262 - : Starks, D., Nicholas, H., y Macdonald, S. (2012). Structured reflective communication as a meta-genre in teacher education: Creative uses of critique in a teacher education program . Australian Journal of Teacher Education, 37(3), 90-111. [139]http://dx.doi.org/10.14221/ajte.2012v37n3.8 [ [140]Links ]

35
paper CO_Íkalatxt322 - : Preservice-teachers kept a reflective journal to record weekly entries in four main aspects: positive aspects of the lesson, challenges faced during the lesson, strategies to overcome those challenges, and feelings towards a particular lesson to allow us to understand how they deconstructed and reconstructed their teaching frameworks . The participants were also asked to make drawings based on a prompt given one week before starting, another given mid-practicum, and a final one given at the end (the teacher you want to be; the teacher you are; and the teacher you have become respectively). Additionally, they were asked to provide an explanation giving researchers more insights into their beliefs and perceptions about teaching.

36
paper CO_Íkalatxt294 - : The data analysis also revealed the existence of discourse of mutual understanding as shown in the following reflective writing:

37
paper CO_Íkalatxt294 - : The data analysis also showed that there was discourse of mutual politeness as manifested in the following reflective writing:

38
paper CO_Íkalatxt132 - : Robertson (2011) reports on a study about the usefulness of blogs and self-reflection. The author points out that ''reflection is indeed an important aspect of self-directed learning, but self-directed learning encompasses other high level skills which can also be developed through blogging'' (p. 1629). Findings reveal that participants used their learning journal blogs while planning their learning, monitoring progress and evaluating their own performance, among other autonomy-related activities. Although the study reported in this paper did not deal with reflective blogging, an important consideration can be derived from Robertson's findings as to the development of autonomy through interaction: blogs have the potential to trigger participants' reflections on their own process by means of interaction through peer feedback . Boud (2001) found that three elements are present in an after-event reflection process: return to experience, attending to feelings and re-evaluation of experience.

39
paper CO_Íkalatxt191 - : Cárdenas, R. et Faustino, C. (2003). « Developing reflective and investigative skills in teacher preparation program: The design and implementation of the classroom research component at the foreign language program of Universidad del Valle » . Colombian Applied Linguistics Journal, 5, 22-38. [ [33]Links ]

Evaluando al candidato reflective:


1) teacher: 24
3) reflection: 17
4) teaching: 16 (*)
6) teachers: 12
7) preparation: 12
12) skills: 11
14) classroom: 10 (*)
17) component: 8
19) investigative: 8
20) developing: 8

reflective
Lengua: eng
Frec: 556
Docs: 184
Nombre propio: 10 / 556 = 1%
Coocurrencias con glosario: 2
Puntaje: 2.789 = (2 + (1+6.98868468677217) / (1+9.12153351734003)));
Rechazado: muy disperso;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
reflective
: 1. Bartlett, L. (1990). Teacher development through reflective teaching. En J. Richards y D. Nunan (Eds), Second Language Teacher Education (pp. 202-214). Cambridge: CUP.
: 1. Boud, D. (2001). Using journal writing to enhance reflective practice. New Directions in Adult and Continuing Education 90, 9–18.
: 18. Farrell, T. (2007). Reflective language teaching: From research to practice. Londres: Continuum.
: 19. Kelly, D. (2005). A Handbook for Translator Trainers: A Guide to Reflective Practice. Manchester, UK y Northampton, MA: St. Jerome Publishing.
: 19. Richards, J. and Lockhart, C. (1994). Reflective Teaching in second language classrooms. New York: Cambridge University Press.
: 22. Schön, D. (1983). The Reflective practitioner: How Professionals think in Action. London: Temple Smith.
: 24. Wallace, M. (1991). Training Foreign Language Teachers. A reflective Approach. Cambridge: CUP.
: 25. Jeffrey, D., & Hadley, G. (2002). Balancing intuition with insight: Reflective teaching through diary studies. The Language Teacher Online, 26(5). Retrieved from [57]http://www.jaltpublications.org/tlt/articles/2002/05/jeffrey
: 31. Richards, J. and Lockhart, C. (1994). Teaching Reflective in Second Language Classrooms. Cambridge: Cambridge University Press.
: 32. Worth, G. & Guy, R. (eds.) (1998). Critical Theory and Reflective Practice. New York. VATE.
: 33. Schuyler, P., and Sitterley, D. (1995). Preservice Teacher Supervision and Reflective Practice. In Noffke, S. and Stevenson, R. (Eds.). Educational Action Research. NY, USA: Teachers College Press.
: 39. Wallace, M. (1991). Training foreign language teachers: A reflective approach. Cambridge, England: CUP.
: 41. Richards, J. y Lockhart, C. (2007). Reflective teaching in second language classrooms. Nueva York: Cambridge University Press.
: 46. Zeichner, K., & Liston, D. (1996). Reflective teaching: An introduction. Mahwah, NJ: Lawrence Erlbaum.
: 7. Pakman, M. (2000). Reflective practices: The legacy of Donald Schon. Cybernetics and Human Knowing. 7 (2-3). 5-8. Retrieved from: [39]http://www.imprint.co.uk/C&HK/vol7/Pakman_foreword.PDF
: Achugar, M., Schleppegrell, M. & Oteíza, T. (2007). Engaging teachers in language analysis: A functional linguistics approach to reflective literacy. Teaching English: Practice and Critique, 6(2), 8-24.
: Alvarado, M., Neira, M., & Westmacott, A. (2019). Collaborative Reflective Practice: Its Influence on Pre-service EFL Teachers’ Emerging Professional Identities. Iranian Journal of Language Teaching Research, 7(3), 53-70. [154]https://doi.org/10.30466/IJLTR.2019.120736
: Ashraf, H., Samir, A., & Yazdi, M. (2016). Reflective teaching practice in an EFL context: A qualitative study. International Journal of English Linguistics, 6(7), 48. [103]https://doi.org/10.5539/ijel.v6n7p48
: Barak,L. (2005). Portfolios as evidence of reflective practice: What remains untold. Educational research, 47(1), 25-44.
: Barlett, L. (1990). Teacher development through reflective teaching. In Richards, J. & Nunan, D. (eds). Second language teacher education. Cambridge: Cambridge University Press, pp. 202-215.
: Birch, G. (1998) "The Reflective Practice Method". QATESOL Newsletter. 2,6-13.
: Boud, D. (2001). Using journal writing to enhance reflective practice. New directions for adult and continuing education, (90), 9-18.
: Burton, J. (2009). Reflective Practice. In A. Burns & J.C. Richards (Eds.). The Cambridge Guide to Second Language Teacher Education (pp. 298-307). Cambridge: Cambridge University Press.
: Cheetham, G. & Chives, G. (1998). The reflective (and competent) practitioner: A model of professional competence which seeks to harmonise the reflective practitioner and competency-based approaches. Journal of Industrial Training, 22(7), 267-276.
: Choy, S. C. y Oo, P. S. (2012). Reflective thinking and teaching practices: A precursor for incorporating critical thinking into the classroom. International Journal of Instruction January, 5(1), 167-182.
: Chui, C. S. & Dias, C. (2017). The integration of e-portfolios in the foreign language classroom: Towards intercultural and reflective competences. In T. Chaudhuri & B. Cabau (Eds.), E-porfolios in Higher Education (pp. 53-74). Singapore, Malaysia: Springer.
: Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston, MA: Heath and Company.
: Dinkleman, T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective teaching. Journal of Teacher Education, 54(1), 6-18.
: Farrell, T. (1998). Reflective teaching the principles and practices. English Teaching Forum. 36(4):10-17.
: Farrell, T. (2007). Reflective language teaching. From research to practice. London: Continuum.
: Farrell, T. (2013). Reflective practice in ESL teacher development groups: From practices to principles. London: Palgrave MacMillan.
: Farrell, T. S. C. (2016). The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions. Language Teaching Research, 20(2), 223-247. [132]https://doi.org/10.1177/1362168815617335
: Farrell, T. S. C., & Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19(5), 594-610. [134]https://doi.org/10.1177/1362168814541722
: Firdyiwek, Y. & Scida, E. (2014). Reflective Course Design: An Interplay between Pedagogy and Technology in a Language Teacher Education Course. International Journal of ePortfolio, 4(2), 115-131.
: Fox, D. L., Brantley-Dias, L. & Calandra, B. (2007). Promoting preservice teachers’ reflective practice through digital video and critical incident analysis in secondary English education. Paper presented at the 57^t ^h National Reading Conference, Austin, USA.
: Ghaye, A., & Ghaye, K. (1998). Teaching and Learning through Critical Reflective Practice. London: David Fulton.
: Giovannelli, M. (2003). Relationship between reflective disposition toward teaching and effective teaching. The Journal of Educational Research, 96 (5), 293-309. Retrieved from [47]http://www.jstor.org/stable/27542445?origin=JSTOR-pdf
: Hagevik, R., Aydeniz, M., & Rowell, C. G. (2012). Using action research in middle level teacher education to evaluate and deepen reflective practice. Teaching and Teacher Education, 28(5), 675-684. [184]https://doi.org/10.1016/j.tate.2012.02.006
: Halter, C. P. (2006). The reflective lens: The effects of video analysis on preservice teacher development. Unpublished EdD dissertation, University of California, California, USA.
: Ho, B., & Richards, J. (2008). Reflective thinking through teacher journal writing. Perspectives, 5(2), 25-40. [161]http://sunzi1.lib.hku.hk/hkjo/view/10/1000060.pdf.
: Hussein, J. W. (2006). Which one is better: Saying Student Teachers don’t reflect or systematically unlocking their Reflective Potentials: A Positive Experience from a Poor Teacher Education Faculty in Ethiopia. Australian Journal of Teacher Education, 31(2).
: Insuasty, E. A., & Zambrano, L. C. (2010) Exploring Reflective Teaching through informed journal keeping and blog group discussion in the Teaching Practicum. Profile, 12 (2), 87-105.
: Iswandari, Y. (2017). Revealing preservice foreign language teachers’ imagined professional identity in reflective journals. Language and Language Teaching Journal, 20(1). 59-67. [167]https://doi.org/10.24071/llt.2017.200107
: Jay, J. K., y Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73-85. [125]https://doi.org/10.1016/s0742-051x(01)00051-8
: Jeffrey, D., & Hadley, G. (2002). Balancing intuition with insight: Reflective teaching through diary studies. The language teach, 26(5). Retrieved from [43]http://www.jaltpublications.org/tlt/articles/2002/05/jeffrey
: Jerez, S. (2008). Teachers’ attitudes towards reflective teaching: Evidences in a professional development program (PDP). Profile: Issues in Teachers’ Professional Development , 10, 91-111.
: Kane, S., Sandretto, S., & Heath, C. (2004). An Investigation into excellent tertiary teaching: Emphasising reflective practice. Higher Education, 47 (3), 283-310. Retrieved from [53]http://www.jstor.org/discover/10.2307/4151546?uid=2&uid=4&sid=21104618667901
: Karabuga, F., & Kaya, E. S. (2013). Collaborative strategic reading practice with adult EFL learners: A collaborative and reflective approach to reading. Procedia-Social and Behavioral Sciences, 106, 621-630.
: Kathpalia, S. S. & Heah, C. (2008). Reflective writing: Insights into what lies beneath. RELC Journal, 39(3), 300-317. [181]https://doi.org/10.1177/0033688208096843
: Kelly, D. (2005). A Handbook for Translator Trainers. A Guide to Reflective Practice. Manchester: St. Jerome.
: Korthagen, F. A. (1995). A reflection on five reflective accounts. Teacher Education Quarterly, (22)3, 99-105.
: Lee, H. (2005). Understanding and assessing pre-service teachers' reflective thinking. Teaching and Teacher Education, 21, 699–715.
: Lee, I. (2007). Preparing pre-service English teachers for reflective practice. elt Journal, 61(4), 321-329. [151]https://doi.org/10.1093/elt/ccm022
: Loughran, J. (2002) Effective reflective practice. In search of meaning in learning about teaching. Journal of Teacher Education, 53 (1):33-43.
: Loughran, J. (2002). "Effective reflective practice". Journal of Teacher Education, 53 (1), pp.33-43.
: Mann, S. (2016). The Research Interview. Reflective Practice and Reflexivity in Research Processes. Warwick: Palgrave Macmillan.
: McFadden, J., Ellis, J., Anwar, T. & Roehrig, G. (2014). Beginning science teachers’ use of a digital video annotation tool to promote reflective practices. Journal of Science Education and Technology, 23, 458-470.
: McGuire, L., Lay, K. & Peters, J. (2009). Pedagogy of Reflective Writing in Professional Education. Journal of the Scholarship of Teaching and Learning, 9(1), 93-107.
: McKernan, J. (1996). Curriculum Action Research: A handbook of methods and resources for the reflective practicioner. Abingdon, UK: Routledge.
: Mercier, H., y Sperber, D. (2009). Intuitive and reflective inferences. En J.S.B.T. Evans y K. Frankish (Eds.), In two minds: Dual processes and beyond (pp. 149-170). Doi: 10.1093/acprof:oso/9780199230167.003.0007.
: Miller-Kuhlmann, R., O’Sullivan, P. & Aronson, L. (2016). Essential steps in developing best practices to assess reflective skill: A comparison of two rubrics. Medical Teacher, 38(1), 75-81. doi: 10.3109/0142159X.2015.1034662.
: Murphy, J. (2001). Reflective teaching in ELT. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 499-515). Heinle & Heinle.
: Ortlipp, M. (2008). Keeping and using reflective journals in the qualitative research process. The Qualitative Report, 13(4), 695-705. [205]https://doi.org/10.46743/2160-3715/2008.1579
: Parsons, R. D., & Brown, K. (2002). Teacher as reflective practitioner and action research. Belmont, CA: Wadsworth/Thomson Learning.
: Pellerin, M., & Nogués, F. I. (2015). Becoming reflective and inquiring teachers: Collaborative action research for in-service Chilean teachers. Revista Electrónica de Investigación Educativa, 17(3), 56-60. [207]http://www.scielo.org.mx/pdf/redie/v17n3/v17n3a4.pdf
: Pollard, A. and Tann, S. (1993). Reflective teaching in the primary classroom. London: Wellington House.
: Prestridge, S. J. (2014). Reflective blogging as part of ICT professional development to support pedagogical change. AustralianJournal of teacher education , 39(2), 6.
: RICHARDS, J.C. & C. LOCKHART. 1994. Reflective teaching in the second language classrooms. Cambridge: Cambridge University Press.
: Rahimi, A., & Chabok, S. (2013). EFL teachers' levels of reflective teaching and their conceptions of teaching and learning. Journal of Advanced Social Research, 3(1), 12-29.
: Richards J, and Lockhart, C. (1994) Reflective teaching in second language classroom. Cambridge: Cambridge University Press.
: Richards, J. C. (1991). Towards reflective teaching. The Teacher Trainer, 5(3), 4-8.
: Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge, UK: Cambridge University Press . [166]https://doi.org/10.1017/CBO9780511667169
: Richards, J. and Ho, B. (1998). Reflective thinking through journal writing. In Richards, J. Beyond training. Cambridge: Cambridge University Press, pp.153-170.
: Richards, J., & Lockhart, C. (1994). Reflective Teaching in Second Language Classroom. New York: Cambridge University Press.
: Robinson, L. & Kelley, B. (2007). Developing reflective thought in preservice educators: Utilizing role-plays and digital video. Journal of Special Education Technology, 22, 31-43.
: Rodríguez (2013) have analyzed that culture is often taught uncritically because it only focuses on its surface and celebratory level and, therefore, it fails to promote critical thinking and reflective knowledge in the EFL classroom.
: Schon, D. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
: Schön, D. (1983). The reflective practitioner: How professionals think in action. Basic books. Sierra, A. (2007). Developing knowledge, skills and attitudes through study group. Ikala, 12 (18), 279 – 305. [ [55]Links ]
: Schön, D. (1987). Educating the Reflective Practitioner. San Francisco: Jossey-Bass.
: Schön, D. A. (1983). The reflective practitioner. London, UK: Temple Smith.
: Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco (CA), USA: Jossey-Bass.
: Shoffner, M. (2008). Informal reflection in pre-service teacher reflection. Reflective Practice, 9(2): 123-134. [190]https://doi.org/10.1080/14623940802005392
: Shön, D. (1984). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
: Shön, D. (1991). The reflective practitioner. Ed. Arena. Massachussets.
: Sibahi, R. (2016). Exploring reflective practice among college EFL teachers in Saudi Arabia. Arab World English Journal (AWEJ), 6(2), 337-351. [169]https://doi.org/10.2139/ssrn.2834402
: Stanovich, K. (2011). Rationality and Reflective Mind. New York: Oxford University Press.
: The data analysis showed the discourse of food diversity as nodal discourse (^[101]Fairclough, 2006) around which intercultural competitive discourses clustered. The following reflective writing provides an example of this discourse:
: The researcher's role was as participant and researcher. The teacher was an observer who collected data reflecting and redirecting thoughts based on a reflective teaching practice (Norton, 2009). Therefore, the reasearcher designed and directed the lessons and at the same time collected data.
: There is a certain clamor by experts in the field that the reflective model, despite being recognized as "the current trend in teacher education" (Barduhn & Johnson, 2009, p. 61), has had less impact than expected and desired on SLTE programs, which, as Freeman and Johnson (1998) argue,
: Tuğa, B. E. (2013). Reflective feedback sessions using video recordings. ELT
: Viáfara, J. (2004). The Design of reflective tasks for the preparation of student teachers. Colombian Applied Linguistics Journal, 7, 53-74.
: Wald, H., Borkan, J., Taylor, J., Anthony, D. y Reis, S. (2012). Fostering and Evaluating Reflective Capacity in Medical Education: Developing the REFLECT Rubric for Assessing Reflective Writing. Academic Medicine , 87(1), 41-50. doi: 10.1097/ACM.0b013e31823b55fa.
: Wallace, M. (1991). Training foreign language teachers: A reflective approach. Cambridge: CUP.
: When learners were doing the storybird I realized they wanted to do them and were absolutely encouraged because of their comment and the huge amount of ideas that came to their minds to write their stories (Researcher's Reflective journal, Nov. 1^st 2010)
: Yinger, R. J., y Clark, C. M. (1981). Reflective Journal Writing: Theory and Practice. (Occasional Paper series, N.° 50). East Lansing, MI: Michigan State University, Institute for Research on Teaching.
: Zambrano, L. C., & Insuasty, E. A. (2008). Analysis of the teaching practicum in the light of a Reflective Teaching Approach. Lenguaje, 36 (2), 447-471.
: Zeichner, K. & Liston, D. (1996). Historical Roots of Reflective Teaching. Reflective Teaching. An Introduction. New Jersey, USA: Lawrence Erlbaum Associates.
: Zeichner, K. & Liston, D. (2014). Reflective teaching, an introduction. London: Routledge.
: Zeichner, K. & Tabachnick, B. R. (1991). Reflections on reflective thinking. In B. R. Tabachnick & K. Zeichner (Eds.), Issues and practices in inquiry-oriented teacher education (pp. 1-21). Bristol, PA: The Falmer Press.