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Critical Reflection in a TESL Course: Mapping Conceptual Change
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Farrell, Thomas S. C. – ELT Journal, 2009
How can teacher educators gauge what participants have learnt after taking a course in teaching English as a second language (TESL)? One method that can help both language teacher educators and their students trace conceptual changes as a result of taking a course is the use of concept maps. This paper examines the conceptual changes of a group of…
Descriptors: Concept Mapping, Maps, Foreign Countries, Teacher Educators