Pre-service and in-service EFL teachers’ levels of reflection

  • Tania Tagle Ochoa Universidad Católica de Temuco, Chile
  • Claudio Díaz Larenas, Paola Alarcón Hernández Universidad de Concepción, Chile
  • Marcela Quintana Lara Universidad Arturo Prat, Chile
  • Lucía Ramos Leiva Universidad Católica del Norte, Chile
  • Paulo Etchegaray Pezo Universidad Autónoma de Chile, Chile

Abstract

The objective of this study is to identify the levels of reflection achieved by Chilean pre-service and in-service teachers of English based on their classroom performance. This research was qualitative and employed a case study design. The participants were 121 pre-service teachers and 54 novice in-service teachers from Chile. In order to collect data, a reflection form was completed by them. The results indicate that the participants only show a descriptive level of reflection, which is the most basic. It is suggested that English language teacher education programs promote reflection, at higher levels, in undergraduate courses of didactics and practicum.
How to Cite
Tagle Ochoa, T., Paola Alarcón Hernández, C. D. L., Quintana Lara, M., Ramos Leiva, L., & Etchegaray Pezo, P. (1). Pre-service and in-service EFL teachers’ levels of reflection. Opción, 35(90), 1402-1434. Retrieved from https://mail.produccioncientificaluz.org/index.php/opcion/article/view/30501
Issue
Vol. 35 No. 90 (2019)
Section
Artículos