Watching the whites of their eyes: the use of teaching-practice logs

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Abstract
This article describes the piloting of the use of diaries to record self-assessments of teaching-practice lessons by trainees preparing for the RSA Cambridge Certificate in TEFLA. An analysis of these training logs suggests that trainees, while initially preoccupied with their roles, their tasks, and their subject matter, are also aware of, and concerned for, their learners; and that the logs, through encouraging reflection on classroom practice, are instrumental in the development of personal theories of learning and teaching.

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