The aim of the book is to explain a range of options for implementing the reflective practice cycle in educational settings in various international contexts. It presents a series of empirical case studies illustrating many different ways of implementing the reflective practice cycle, and how they can be researched by practitioners and academics. Increasing attention is given by teachers and teacher educators to the construct and implementation of reflective practice as a form of bottom-up, autonomous professional development. The aim of the book is to explain a range of options for implementing the reflective practice cycle in educational settings in various international contexts. Written by international academics, these studies show how reflection can be interpreted in different cultural contexts. The book concludes with a discussion by Anne Burns of the implications of these case studies for action research. It is hoped that the book will enable practitioners, and their mentors, to consider how best to implement reflective procedures in the specific contexts in which they work. Chapters in the book include:
. Lesson planning: The fundamental platform for reflecting for action
. Reflecting on action: Lesson transcripts
. Pair discussions for reflecting on action: Stimulated recall
. Observation leading to reflection
This book will be key reading for researchers in the fields of teacher education.
Roger Barnard is an associate professor in applied linguistics at the University of Waikato.
Jonathon Ryan is a principal academic staff member at the Centre for Languages, Waikato Institute of Technology.
Notes on contributors
Introduction (Jonathon Ryan and Roger Barnard)
Overview: Holistic Reflective Practice (Thomas C S Farrell)
1. Lesson planning: The fundamental platform for reflecting for action (Rika Otto)
2. Reflecting for action: Collaborative lesson planning (Nguyen Gia Viet)
3. Reflecting for and on action: Interviews (Zuwati Hasim)
4. Observation leading to reflection (Ching-Yi Tien)
5. Reflecting in action: Recording private speech (Jocelyn Lee)
6. Reflecting in action: Think aloud (Judy Ng)
7. Reflecting on action: A framework to analyse teacher talk (Anna Mischefski)
8. Pair discussions for reflecting on action: Stimulated recall (Takaaki Hiratsuka)
9. Journal writing as a space for reflection: The concept of kotodama (Atsuko Watanabe)
10. Reflecting on action: Open post-lesson discussions (Yi Wang)
11. Collaborative reflecting on action: Focus groups (Jinrui Li)
12. Reflecting on action: Lesson transcripts (Le Van Canh)
13. Envoi: From reflective practice to action research? (Anne Burns)