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Reflection and Cooperative Learning in the Student Centered Paradigm


 
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1. Title Title of document Reflection and Cooperative Learning in the Student Centered Paradigm - Cooperative Learning through a Reflective Lens
 
2. Creator Author's name, affiliation, country George Jacobs; Educational consultant, Singapore; Singapore
 
2. Creator Author's name, affiliation, country Anita Lie; Widya Mandala Surabaya Catholic University, Indonesia;
 
2. Creator Author's name, affiliation, country Siti Mina Tamah; Widya Mandala Surabaya Catholic University, Indonesia. ; Indonesia
 
3. Subject Discipline(s) Linguistics
 
4. Subject Keyword(s) reflective practice; language teaching; language learning; language education; cooperative learning;
 
5. Subject Subject classification Language teaching; language learning
 
6. Description Abstract “Great teachers teach from the heart” (Palmer, 1998, p. 5). They join the teaching profession with their hearts longing to spark the love of learning in their students. They begin their journey with other novice teachers, many of whom share the same longing. Along the way, some of these fellow teachers lose their longing as they toil the demanding path of the profession. These defeated teachers either leave the profession to embark on different paths or drag themselves into their classes each day, inflicting the pain of rote learning on their students and themselves. In contrast, great teachers have survived the myriad challenges and drudgery of the profession while still managing to savor the moments of joy in between the ups and downs. In between the two extremes, there are many different types of teachers who go through the ups and downs of the profession. Some are on their way to greatness, while some others are struggling to make their days meaningful through their teaching. What, then, makes teachers great? Part of the answer lies in teachers empowering their students; after all, it is students who construct their own learning, with cooperative learning weighing heavily in that construction process. Another key element in teacher self-development lies in teachers, alone and in concert with others, engaging in reflection.
This chapter discusses cooperative learning and reflective practice as a terrain to explore and form connectedness between teachers’ inner selves and their students and subjects. To be connected with students, teachers need to find ways to nurture student-teacher encounters so that students can make the content their own and enter the various communities of practice dedicated to the various content areas. Connectedness involving the students, language teaching, and teachers’ inner selves is discussed as the underlying landscape of reflective practice. Then, this chapter discusses how reflective practices enable teachers to delve into the tangles of the students, the language they teach, and their own inner selves.
 
7. Publisher Organizing agency, location Equinox Publishing Ltd
 
8. Contributor Sponsor(s)
 
9. Date (YYYY-MM-DD) 01-Nov-2022
 
10. Type Status & genre Peer-reviewed Article
 
11. Type Type
 
12. Format File format PDF
 
13. Identifier Uniform Resource Identifier https://journals.equinoxpub.com/books/article/view/43496
 
14. Identifier Digital Object Identifier 10.1558/equinox.43496
 
15. Source Journal/conference title; vol., no. (year) Equinox eBooks Publishing; Cooperative Learning through a Reflective Lens
 
16. Language English=en en
 
18. Coverage Geo-spatial location, chronological period, research sample (gender, age, etc.)
 
19. Rights Copyright and permissions Copyright 2014 Equinox Publishing Ltd