Pre-service English Language Teachers’ Use of Reflective Journals in an Assessment and Testing Course
DOI:
https://doi.org/10.21501/25007858.3010Palabras 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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