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ELT Journal Advance Access originally published online on November 10, 2008
ELT Journal 2009 63(3):221-229; doi:10.1093/elt/ccn058
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© The Author 2008. Published by Oxford University Press; all rights reserved.

Critical reflection in a TESL course: mapping conceptual change

Thomas S. C. Farrell

Thomas S. C. Farrell is a Professor of Applied Linguistics at Brock University, Canada. His professional interests include reflective practice and language teacher education and development. He is a series editor for the Language Teacher Research series for TESOL, USA. His recent book is Reflective Language Teaching: From Research to Practice (2008 Continuum Press)

Email: tfarrell{at}brocku.ca


  Abstract

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 MA participants in Canada as a result of taking a TESL course. Pre-course and post-course concept maps were elicited from the participants who were also asked to write short descriptions of changes (and the reasons for these changes) they observed between their pre- and post-course maps. Participants were also interviewed about the contents of their individual concept map and their perceptions of the course. Results indicate that the course had some impact on the participants' prior beliefs and that a concept map may be a useful tool for tracing conceptual change.

Final revised version received July 2008


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