Pre-service English Language Teachers’ Use of Reflective Journals in an Assessment and Testing Course

Autores/as

  • Jennifer Jaramillo Delgado Universidad Católica Luis Amigó
  • Angélica María Gil Bedoya Universidad Católica Luis Amigó

DOI:

https://doi.org/10.21501/25007858.3010

Palabras clave:

Reflective journals, Language assessment literacy, Pre-service teachers, Teacher education.

Resumen

This text discusses how the implementation of the reflective journal in a language assessment and testing course for prospective English language teachers at a private university in Medellin, Colombia, contributed to develop their Language Assessment Literacy (LAL). Among the main contributions, future teachers highlight a shift of mind concerning assessment beliefs and a feeling of empowerment towards assessment practices. In the same vein, the text presents prospective teachers’ views on constraints that can emerge when reflective journals are used as a learning strategy in teacher education.

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Referencias

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Chiesa, D. (2018). Discerning the Language Assessment Literacy of EFL Teachers in Uzbekistan: An Individual, Social, and Sociohistorical Teacher Cognition Inquiry (Doctoral dissertation, Georgia State University). Retrieved from https://scholarworks.gsu.edu/alesl_diss/49

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Herrera, L. & Macías, D. (2015). A call for language assessment literacy in the education and development of teachers of English as a foreign language. Colomb. Appl. Linguist. J., 17(2), 302-312.

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Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385-402.

Lindroth, J. (2015). Reflective Journals: A Review of the Literature. National Association for Music Education 34(1), 66-72. doi: 10.1177/8755123314548046

López, A., & Bernal, R. (2009). Language testing in Colombia: A call for more teacher education and teacher training in language assessment. Profile: Issues in Teachers’Professional Development, 11(2), 55-70.

Richards, J. (1995). Towards reflective teaching. The Teacher Trainer, 1-5. Retrieved from https://www.tttjournal.co.uk/uploads/File/back_articles/Towards_Reflective_Teaching.pdf

Scarino, A. (2013). Language Assessment Literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing 30(3), 309-327. doi: 10.1177/0265532213480128.

Shohamy, E., & Inbar, O. (2006). The language assessment process: A multiplism perspective. CALPER Professional Development Document (CPDD), 605.

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Publicado

2019-11-19

Cómo citar

Jaramillo Delgado, J., & Gil Bedoya, A. M. (2019). Pre-service English Language Teachers’ Use of Reflective Journals in an Assessment and Testing Course. JSR Funlam Journal of Students’ Research (revista Descontinuada), (4). https://doi.org/10.21501/25007858.3010

Número

Sección

Artículos de investigación y reflexión