How Can a Process of Reflection Enhance Teacher-Trainees’ Practicum Experience?

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Published: Dec 1, 2012
Keywords:
Practicum, reflection, reflection in action, reflection on action, student teacher

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Diana Zulimay Camacho Rico
Universidad de Pamplona
Lucy Durán Becerra
Universidad de Pamplona
Judith C. Albarracin Trujillo
Universidad de Pamplona
Marjorie Verónica Arciniegas Vera
Universidad de Pamplona
Magdaleydy Martínez Cáceres
Universidad de Pamplona
Gabriel Eduardo Cote Parra
Universidad de Pamplona

Abstract

The present study was an attempt to understand how a process of reflection helped five foreign language student teachers throughout their first teaching experience. This study was conducted in the classrooms of five public schools in Colombia where English was taught to high school students. Data were collected through classroom observations, students’ reflective journals, lesson plans and semi-structured interviews. Findings revealed that reflection is a way to help foreign language student teachers to improve their first teaching practice. The analysis was based on the light of two theories, reflection in action and reflection on action from Schön (1987) and Van Manen’s (1977) three levels of reflection.

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How to Cite
Camacho Rico, D. Z., Durán Becerra, L., Albarracin Trujillo, J. C., Arciniegas Vera, M. V., Martínez Cáceres, M., & Cote Parra, G. E. (2012). How Can a Process of Reflection Enhance Teacher-Trainees’ Practicum Experience?. HOW, 19(1), 48–60. Retrieved from https://www.howjournalcolombia.org/index.php/how/article/view/37
Issue
Vol. 19 No. 1 (2012): HOW
Section
Research Reports

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Author Biographies

Diana Zulimay Camacho Rico, Universidad de Pamplona

Diana Zulimay Camacho Rico holds a BA degree in Foreign Languages from the Universidad de Pamplona. She also completed a Masters in foreign languages teaching and learning at the Universidad de Los Andes, in Mérida, Venezuela. Nowadays, she works at the Universidad de Pamplona as a language and methodology teacher. She is also a researcher member of the GRILEX group.

Lucy Durán Becerra, Universidad de Pamplona

Lucy Durán Becerra is a part-time professor at the Universidad de Pamplona and has been a French as a Foreign Language Teacher for 5 years. She holds a B.A. in Foreign Languages from Universidad de Pamplona and a Postgraduate Certificate in Pedagogy from the same Institution.

Judith C. Albarracin Trujillo, Universidad de Pamplona

Judith C. Albarracin Trujillo is a researcher and a part-time professor of Applied Linguistics, English II and IV levels and teacher trainer at Universidad de Pamplona. She holds a B.A. in Foreign Languages from Universidad de Pamplona and an M.A. in Education with emphasis on Applied Linguistics from Universidad Autónoma de Bucaramanga (UNAB ) and Instituto Tecnológico y de Estudios Superiores de Monterrey- México (ITESM).

Marjorie Verónica Arciniegas Vera, Universidad de Pamplona

Marjorie Verónica Arciniegas Vera is a part-time professor and researcher at Universidad de Pamplona and has been an English as a Foreign Language Teacher for 8 years. She holds a B.A. in Foreign Languages from Universidad de Pamplona and a Postgraduate Certificate in Translation from the same Institution. Furthermore, she has a master in teaching English as a foreign language from Universidad de Jaén.

Magdaleydy Martínez Cáceres, Universidad de Pamplona

Magdaleydy Martínez Cáceres holds a Masters degree in Foreign Language Teaching Methodology from the Université d’Angers, France. She currently works as a full-time professor at the Universidad de Pamplona, Colombia.

Gabriel Eduardo Cote Parra, Universidad de Pamplona

Gabriel Eduardo Cote Parra holds a PhD in Education from the University of Nebraska, Lincoln. He is a full-time professor at Universidad de Pamplona and principal investigator of the Group of Research on Foreign Languages (GRILEX).

References

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