Anthony Wotring
Biographic Data
| ID | 5998652 |
|---|---|
| NAME | Anthony Wotring |
| GIVEN NAMES | Anthony |
| FAMILY NAME | Wotring |
| SIGNATURE | WOTRING A |
| AFFILIATIONS | Faculty of Arts, Social Sciences, and Humanities, School of Education University of Wollongong Wollongong New South Wales Australia |
| ORCID | 0000-0002-8601-1661 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Designing a framework to improve critical reflection writing in teacher education using action research
Critical reflection writing in teacher education programmes is often undertaken without appropriate learning support despite the contribution it makes to informing meaningful changes in the early stages of their teaching careers. Students’ attempts at writing critical reflections often lack discursive depth when connecting theory to practice. However, teaching academics may also need to develop conceptual knowledge of critical reflection as a gen…
They Are Talking, But Is It Productive? Exploring EFL Students' Small Group Talk
Curricular innovations in English language programs have placed increasing emphasis on providing opportunities for students to speak in the classroom, often through communicative group activities. However, despite decades of advocacy for small group talk, a rigorous conception of the quality of talk in these groups is lacking, particularly in the ways students productively use talk to meet curriculum objectives. This paper presents an analytic fr…
Regenerating the teacher in a reflective space
Capstone experiences function as a process in which students consolidate knowledge and skills throughout their degree programme and apply this understanding towards real-world contexts. This process is most often understood, in undergraduate programmes, as a transformation of identity, moving from “student” to “professional”. However, for English teaching students at the graduate level, capstone experiences deepen existing professional knowledge …
No prominent works on this page.
Regenerating the teacher in a reflective space
Capstone experiences function as a process in which students consolidate knowledge and skills throughout their degree programme and apply this understanding towards real-world contexts. This process is most often understood, in undergraduate programmes, as a transformation of identity, moving from “student” to “professional”. However, for English teaching students at the graduate level, capstone experiences deepen existing professional knowledge …
Designing a framework to improve critical reflection writing in teacher education using action research
Critical reflection writing in teacher education programmes is often undertaken without appropriate learning support despite the contribution it makes to informing meaningful changes in the early stages of their teaching careers. Students’ attempts at writing critical reflections often lack discursive depth when connecting theory to practice. However, teaching academics may also need to develop conceptual knowledge of critical reflection as a gen…
They Are Talking, But Is It Productive? Exploring EFL Students' Small Group Talk
Curricular innovations in English language programs have placed increasing emphasis on providing opportunities for students to speak in the classroom, often through communicative group activities. However, despite decades of advocacy for small group talk, a rigorous conception of the quality of talk in these groups is lacking, particularly in the ways students productively use talk to meet curriculum objectives. This paper presents an analytic fr…
Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Computer Science (2 works) · Curriculum (2 works) · Reflective Practices in Education (2 works) · Action research (1 works) · Capstone (1 works) · Capstone course (1 works)