A study investigated the effectiveness of improvements in a Singapore graduate training program for elementary school teachers of English as a Second Language. Program changes focused on providing appropriate, constructive feedback to trainees about their teaching practice and developing trainees’ skills of cri,ical reflection. The report describes the program, origins and nature of the changes made in it, details of teaching strategies used, and results of the new approach as reflected in observed practice and trainee comments. The course is structured on a basic unit of a one hour lecture session accompanied by two hours of practice or seminar discussion. The latter portion consists of either demonstration lessons by trainert or student demonstration lessons with video review and critique. The demonstration critique includes feedback on instructional procedures used, language objectives, and teacher-pupil interaction. Another element in the course is a project to develop, with a child, a writing assignment. Trainee evaluations of the course indicate that the techniques used were helpful, promoted confidence in the classroom, and further training in the techniques was desired. (MSE) Reproductions supplied by EDRS are the best that can be made’ * from the original document.
Using Feedback and Reflection as Tools in Bridging the TheoryPractice Link in Language Teacher Training at the Primary Level. Gayle Whitson and Peter Bodycott U S DEPARTMENT OF EDUCATION (-Mb( e of Educal.dnal ReSearCh and Improvement E DUCA TIONAL RESOURCES INFORMATION CENTER (ERIC) his ClOctiment has been reproduced as lece.ved Iron, the person Or Organization originating it r tvl.nor changes have been made to rnprove reproduchon Quaid). Pthnta of oew 0 Opinions statednthtsdocu. ,nent do not necessarily reoresenl otficial
