IN BECOMING EFL WRITING TEACHER: A DIARY STUDY
Keywords:
teaching diary, reflection, essay
Abstract
To improve teaching quality, teachers need a tool to help them reflect and evaluate their teaching decisions and actions. Teachers can always rely on schools to do such a job, but they can also use a personal and professional teaching diary as a means to do a self-analysis and evaluation. This article reports the practice of my using the teaching diary as a writing teacher as a means to help me look beyond and reflect on my teaching routinesDownloads
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References
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Bailey, K.M. (1990). The use of diary studies in teacher education program. In J. C. Richards, & D. Nunan (Eds.), Second language teacher education (pp. 215-226). Cambridge: Cambridge University Press.
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Boonmoh, A. (2005). Getting ready to teach in a large class: A diary study. Guidelines, 27, 14-18.
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Carroll, M., & Mchawala, C. (2001). Form or meaning? Academic writing with a personal Voice. In J. Burton & M. Carroll (Eds.), Journal writing (pp. 47-58). Washington: TESOL Inc.
Gorman, D. (1998). Self-tuning teachers: Using reflective journals in writing classes. Journal of Adolescent & Adult Literacy, 41(6), 434-442.
Halliday, M. (1985). Spoken and written language. Geelong: Deakin University Press.
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Nunan, D. (1991). Language teaching methodology: A textbook for teachers. New York: Prentice Hall.
Porter, P. A., Goldstein, L. M., Leatherman, J., & Conrad, S. (1990). An ongoing dialogue: Learning logs for teacher preparation. In J. C. Richards & D. Nunan (Eds.), Second Language Teacher Education Cambridge (pp. 227-240). Cambridge University Press.
Reichmann, C. L. (2001). Teachers in dialogue: Exploring practice in an interactive professional journal. In J. Burton, & M. Carroll (Eds.), Journal writing (pp. 125-135). Washington: TESOL Inc.
Reid, J. (1993). Teaching ESL writing. New Jersey: Regents/Prentice Hall.
Richards, J. C., & Farrell, T, S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge: Cambridge University Press. [CrossRef]
Richards, J., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge Language Education Series. [CrossRef]
Schon, D. (1987). Educating the reflective practitioner. California: Jossey-Bass.
Smalley, R. L., Ruetten, M. K., & Kozyrev, J. R. (2004). Focus on writing. Singapore: Thomson Learning.
Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly, 16(2), 195-209. [CrossRef]
Bailey, K.M. (1990). The use of diary studies in teacher education program. In J. C. Richards, & D. Nunan (Eds.), Second language teacher education (pp. 215-226). Cambridge: Cambridge University Press.
Bartlet, L. (1990). Teacher development through reflective teaching. In J. C. Richards, & D. Nunan (Eds.), Second language teacher education (pp. 202-214). Cambridge: Cambridge University Press.
Boonmoh, A. (2005). Getting ready to teach in a large class: A diary study. Guidelines, 27, 14-18.
Burton J., & Carroll, M. (2001). Journal writing as an aid to self-awareness, autonomy, and collaborative learning. In J. Burton, & M. Carroll (Eds.), Journal writing (pp. 1-7). Washington: TESOL Inc.
Carroll, M. (1994). Journal writing as a learning and research tool in the adult classroom. TESOL Journal, 4(1), 19-22.
Carroll, M., & Mchawala, C. (2001). Form or meaning? Academic writing with a personal Voice. In J. Burton & M. Carroll (Eds.), Journal writing (pp. 47-58). Washington: TESOL Inc.
Gorman, D. (1998). Self-tuning teachers: Using reflective journals in writing classes. Journal of Adolescent & Adult Literacy, 41(6), 434-442.
Halliday, M. (1985). Spoken and written language. Geelong: Deakin University Press.
Leki, I. (1995). Academic writing: Exploring processes and strategies. New York: St. Martin Press.
Menasche, L. (1997). Writing a research paper. Michigan: The University of Michigan Press.
Mezirow, J. (1991). Transformation theory and social action. Adult Education Quarterly, 39, 169-175. [CrossRef]
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. London: Pearson Education.
Numrich, C. (1996). On becoming a language teacher: Insights from diary studies. TESOL Quarterly, 30(1), 131-151. [CrossRef]
Nunan, D. (1991). Language teaching methodology: A textbook for teachers. New York: Prentice Hall.
Porter, P. A., Goldstein, L. M., Leatherman, J., & Conrad, S. (1990). An ongoing dialogue: Learning logs for teacher preparation. In J. C. Richards & D. Nunan (Eds.), Second Language Teacher Education Cambridge (pp. 227-240). Cambridge University Press.
Reichmann, C. L. (2001). Teachers in dialogue: Exploring practice in an interactive professional journal. In J. Burton, & M. Carroll (Eds.), Journal writing (pp. 125-135). Washington: TESOL Inc.
Reid, J. (1993). Teaching ESL writing. New Jersey: Regents/Prentice Hall.
Richards, J. C., & Farrell, T, S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge: Cambridge University Press. [CrossRef]
Richards, J., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge Language Education Series. [CrossRef]
Schon, D. (1987). Educating the reflective practitioner. California: Jossey-Bass.
Smalley, R. L., Ruetten, M. K., & Kozyrev, J. R. (2004). Focus on writing. Singapore: Thomson Learning.
Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly, 16(2), 195-209. [CrossRef]
Published
2008-01-25
How to Cite
Soehadi, G. (2008). IN BECOMING EFL WRITING TEACHER: A DIARY STUDY. K@ta: A Biannual Publication on the Study of Languange and Literature, 9(2), 141-157. https://doi.org/https://doi.org/10.9744/kata.9.2.141-157
Section
Articles
This work is licensed under a Creative Commons Attribution License
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