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Article: Assessing teaching practicum reflections: Distinguishing discourse features of the "high" and "low" grade reports

TitleAssessing teaching practicum reflections: Distinguishing discourse features of the "high" and "low" grade reports
Authors
KeywordsAssessing reflective writing
Reflective discourse analysis
Writing reflections
Issue Date2008
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/system
Citation
System, 2008, v. 36 n. 4, p. 624-641 How to Cite?
AbstractUsing reflective journals to promote learning has been a common practice in the teaching profession. How learners present reflections in what are judged to be high-quality reflective writing remains under-researched. This paper explores the discourse features of teaching practicum reflective reports written by six pre-service student teachers of English in Hong Kong. An analysis of the discourse features of the high- and low-grade reports reveals interesting differences in the structure of the reflections and the utilization of linguistic resources to present the reflections. These differences not only reveal how the student teachers approached the task of writing reflections, but also what the assessors valued most as effective reflective discourse. The findings suggest a potential embryonic form of a reflective genre endorsed by expert members of the professional community. They also suggest the need for professional preparation programs to socialize novice practitioners into a form of disciplinary discourse of reflections that would not only enable them to present evidence of reflections more effectively, but may also enhance their reflective ability in the process of discursive construction of reflections. © 2008 Elsevier Ltd. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/60001
ISSN
2015 Impact Factor: 0.834
2015 SCImago Journal Rankings: 0.703
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLuk, Jen_HK
dc.date.accessioned2010-05-31T04:01:55Z-
dc.date.available2010-05-31T04:01:55Z-
dc.date.issued2008en_HK
dc.identifier.citationSystem, 2008, v. 36 n. 4, p. 624-641en_HK
dc.identifier.issn0346-251Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/60001-
dc.description.abstractUsing reflective journals to promote learning has been a common practice in the teaching profession. How learners present reflections in what are judged to be high-quality reflective writing remains under-researched. This paper explores the discourse features of teaching practicum reflective reports written by six pre-service student teachers of English in Hong Kong. An analysis of the discourse features of the high- and low-grade reports reveals interesting differences in the structure of the reflections and the utilization of linguistic resources to present the reflections. These differences not only reveal how the student teachers approached the task of writing reflections, but also what the assessors valued most as effective reflective discourse. The findings suggest a potential embryonic form of a reflective genre endorsed by expert members of the professional community. They also suggest the need for professional preparation programs to socialize novice practitioners into a form of disciplinary discourse of reflections that would not only enable them to present evidence of reflections more effectively, but may also enhance their reflective ability in the process of discursive construction of reflections. © 2008 Elsevier Ltd. All rights reserved.en_HK
dc.languageengen_HK
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/systemen_HK
dc.relation.ispartofSystemen_HK
dc.subjectAssessing reflective writingen_HK
dc.subjectReflective discourse analysisen_HK
dc.subjectWriting reflectionsen_HK
dc.titleAssessing teaching practicum reflections: Distinguishing discourse features of the "high" and "low" grade reportsen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0346-251X&volume=36&issue=4&spage=624&epage=641&date=2008&atitle=Assessing+teaching+practicum+reflections:+Distinguishing+discourse+features+of+the+%27high%27+and+%27low%27+grade+reportsen_HK
dc.identifier.emailLuk, J: lukcmj@hkucc.hku.hken_HK
dc.identifier.authorityLuk, J=rp00931en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.system.2008.04.001en_HK
dc.identifier.scopuseid_2-s2.0-56049103966en_HK
dc.identifier.hkuros156273en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-56049103966&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume36en_HK
dc.identifier.issue4en_HK
dc.identifier.spage624en_HK
dc.identifier.epage641en_HK
dc.identifier.isiWOS:000208004300008-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridLuk, J=7006777792en_HK

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