Points of Improvement: Reflective Strategy to Support Chilean EFL Pre-Service Teachers’ Lesson Planning

Main Article Content

Nataly Telles Quezada
María-Jesús Inostroza Araos
Maritza Rosas-Maldonado

Abstract

This action research study aims to explore the contribution of the use of points of improvement as a reflective strategy to support eleven Chilean EFL pre-service teachers’ ability to plan communicative-oriented lessons. Through questionnaires and a focus group, participants’ responses were examined using thematic analysis. Findings yielded that their beliefs about communicative-oriented lessons were in fact linked with the communicative approach. Lastly, their perceptions towards the use of points of improvement as a reflective strategy showed more awareness in the classroom, narrowing the gap between their pedagogical and disciplinary knowledge.

Article Details

How to Cite
Telles Quezada, N., Inostroza Araos, M.-J., & Rosas-Maldonado, M. (2019). Points of Improvement: Reflective Strategy to Support Chilean EFL Pre-Service Teachers’ Lesson Planning. HOW Journal, 26(2), 88-105. https://doi.org/10.19183/how.26.2.498
Section
Research Reports
Author Biographies

Nataly Telles Quezada, Universidad de Concepción

Nataly Telles Quezada, BA in education and teaching English and MA in innovation of teaching, learning, and assessment of English, both from Universidad de Concepción, Chile. Currently, she is working as a teacher educator at Universidad de Concepción, Chile.

María-Jesús Inostroza Araos, Universidad de Concepción

Maria-Jesus Inostroza Araos, PhD in English Language and Linguistics (University of Sheffield, UK). She also holds a BA in Education and teaching of English (Pontificia Universidad Católica de Valparaíso, Chile). She is a member of RICELT (Network of Chilean Research in ELT) currently working as a teacher educator at Universidad de Concepción (Chile).

Maritza Rosas-Maldonado, Universidad Andrés Bello

Maritza Rosas-Maldonado, PhD in Applied linguistics (University of Liverpool). She is currently working as teacher-researcher at the Faculty of Education and Social Sciences at Universidad Andres Bello (Santiago, Chile). Her main areas of interest are English language teaching & learning, and initial teacher education.

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