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

Jennifer Jaramillo Delgado, Angélica María Gil Bedoya

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.


Palabras clave


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

Texto completo:

PDF (English)

Referencias


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DOI: https://doi.org/10.21501/25007858.3010

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Copyright (c) 2019 JSR Funlam Journal of Students’ Research

contadores Director/Editor - Juan Diego Betancur Arias

ISSN (En línea): 2500-7858

DOI de la revista: https://doi.org/10.21501/issn.2500-7858

Universidad Católica Luis Amigó - Transversal 51A #67B 90. Medellín - Colombia.

 

 

   

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