Cognitive Apprenticeship and Structured Debriefing as Tools to develop Reflective Practice in Initial Teacher Training

Article


Moya, M. 2015. Cognitive Apprenticeship and Structured Debriefing as Tools to develop Reflective Practice in Initial Teacher Training. Argentinian Journal of Applied Linguistics. 03 (01), pp. 05-13.
AuthorsMoya, M.
Abstract

This article discusses the use of reflection in the development of pre-service teachers’ skills in school placements, as utilised in a Teacher Training College in Bedford, England, following the views of Dewey (1933), Schön (1987) and Eraut (1994) in relation to the use of reflection to inquire into teaching practice. Such reflective process is facilitated by the model of cognitive apprenticeship (Collins, Brown & Newman, 1987) and by the technique of structured debriefing (Gibbs, 1988) for the identification of areas for improvement, the implementation of interventions, and the assessment of outcomes. The use of reflection enables teaching to be reinterpreted as a critical practice with the potential to produce transformative learning whilst also promoting communities of practice based on inquiry and action research.

Keywordsteacher training, reflective practice, cognitive apprenticeship, structured debriefing, communities of practice
JournalArgentinian Journal of Applied Linguistics
Journal citation03 (01), pp. 05-13
ISSN2314-3576
Year2015
PublisherFederación Argentina de Asociaciones de Profesores de Inglés
Publisher's version
License
CC BY
Web address (URL)http://www.faapi.org.ar/ajal/issues/301/MoyaAJALVol3(1).pdf
Publication dates
Print01 May 2015
Publication process dates
Deposited18 Dec 2015
Permalink -

https://repository.uel.ac.uk/item/85623

  • 4
    total views
  • 4
    total downloads
  • 2
    views this month
  • 3
    downloads this month

Related outputs

“Englishing” the L1: Reconsidering the use of the mother tongue EFL classroom
Moya, M. 2019. “Englishing” the L1: Reconsidering the use of the mother tongue EFL classroom. in: Zoghbor, Wafa, Al Alami, Suhair and Alexiou, Thomaï (ed.) Proceedings of the Applied Linguistics and Language Teaching Conference 2018: Teaching and Learning in a Globalized World Zayed University Press. pp. 160-174
An Examination and Analysis of a Learner’s Errors from the Perspective of a Pedagogical Grammar
Chaudary, Farah and Moya, M. 2019. An Examination and Analysis of a Learner’s Errors from the Perspective of a Pedagogical Grammar. in: Zoghbor, Wafa, Al Alami, Suhair and Alexiou, Thomaï (ed.) Proceedings of the Applied Linguistics and Language Teaching Conference 2018: Teaching and Learning in a Globalized World Zayed University Press. pp. 255-267
Developing a strategy-based instruction approach to teaching and learning modern languages to train ab-initio primary PGCE trainees
Moya, M. 2014. Developing a strategy-based instruction approach to teaching and learning modern languages to train ab-initio primary PGCE trainees. Journal of Pedagogic Development. 4 (1), pp. 3-12.
El modelo de cognitive apprenticeship y la técnica de la charla estructurada como herramienta de reflexión en el desarrollo de las competencias profesionales en la formación docente inicial
Moya, M. 2015. El modelo de cognitive apprenticeship y la técnica de la charla estructurada como herramienta de reflexión en el desarrollo de las competencias profesionales en la formación docente inicial. Diálogos Pedagógicos. 13 (25), pp. 76-85.
Hacia el diseño de un modelo estratégico de aprendizaje de idiomas. Un estudio de caso basado en un grupo de discentes mayores en el marco de una comunidad de práctica profesional
Moya, M. 2017. Hacia el diseño de un modelo estratégico de aprendizaje de idiomas. Un estudio de caso basado en un grupo de discentes mayores en el marco de una comunidad de práctica profesional. Masters Thesis National University of Cordoba, Argentina Faculty of Languages
Reconsidering a strategy-based instruction (SBI) to teaching and learning another language using transferrable language learning strategies within a sociocultural framework
Moya, M. 2014. Reconsidering a strategy-based instruction (SBI) to teaching and learning another language using transferrable language learning strategies within a sociocultural framework. Revista Electrónica Matices en Lenguas Extranjeras. 8, pp. 49-79.