المجلة الجزائرية للمخطوطات
Volume 17, Numéro 3, Pages 477-498
2021-12-31

Developing Reflection In Writing For Pre-service Teachers: A Participatory Action Research Approach To Syllabus Design



Authors : Benhamlaoui Lamine . Hamada Hacene .

Abstract

This paper reports on a quasi-experimental study meant to develop pre-service teachers’ reflective abilities in writing using a participatory action research (PAR) based syllabus. It aims at testing a directional hypothesis supporting the efficiency of the PAR writing syllabus based on Macrorie’s (1988) I-Search Paper philosophy in developing the participants’ reflection. The study was conducted with 3rd year pre-service teachers at the Teacher Training School of Constantine (ENSC), Algeria during the academic year 2017-2018. Data was collected using reflective journals in a form of extended essays; and participants’ reflection was measured using Kember’s (2008) coding scheme. The

Keywords

Participatory Action Research, Reflection in writing, Assessing reflection, Kember’s coding scheme, I-Search Paper,

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