Abstract
The research reported here outlines how an emphasis on dialogic interaction and exploratory talk during post-teaching practice discussions can be beneficial to pre-service second language teacher education. The article examines the ways in which such an approach may help promote long-term reflective practice and how enquiry-based talk raises awareness of the complexity involved in developing pedagogic expertise.
Original language | English |
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Pages (from-to) | 297-307 |
Journal | English Language Teaching Journal |
Volume | 69 |
Issue number | 3 |
DOIs | |
Publication status | Published - 2 Apr 2015 |
Keywords
- Second language teacher education
- SLTE
- Teaching
- critical reflection