Teacher Reflection
Policies, Practices and Impacts
Published on 15. September 2022
304 pages
978-1-78892-103-9 (ISBN)
Description
This edited book has been compiled in honor of Thomas S.C. Farrell, one of the most distinguished scholars in theorizing and researching language teacher reflection. It examines teacher reflection in three main areas: policies, practices and the impact of teacher reflection on teachers' practices and professional development. The data-driven chapters shed light on concerns and challenges experienced by teachers in diverse international contexts and institutions, and discuss the practical implications of their findings across a variety of policy settings. The book addresses aspects of reflective practice including macro and micro policies and constraints, as well as opportunities in the engagement of reflective practice. In addition, it explores teachers' identity, cognition, emotion and motivation, areas which are relevant but often not discussed in the literature on reflective practice.
Reviews / Votes
In this timely volume, key scholars in the field of reflective practice in TESOL take stock of over 20 years of research and provide new accounts of 'doing reflection', many based on empirical data. The result is a collection bursting with theoretical perspectives, fresh ideas, and new approaches. A must for any practitioner or academic with an interest in this important field. * Fiona Copland, University of Warwick, UK * Tajeddin and Watanabe's excellent volume recognises the contribution over several decades of Thomas S.C. Farrell's work. It points the study of reflective practice and associated approaches on teacher reflection in important new directions, encompassing not only theoretical and practical concepts, but also new empirical research. It creates a timely and significant resource not only for researchers but also for policymakers, teacher educators and teachers. * Anne Burns, Curtin University and University of New South Wales, Australia * This edited collection offers a comprehensive and detailed review of the current trends, policies and practices which inform reflective practice. The editors and contributors adopt a critical, data-led approach, using evidence from a wide range of contexts. The volume is written and presented in a highly accessible style which will give it huge appeal to researchers, teacher educators and students. * Steve Walsh, Newcastle University, UK * Foregrounding recent stories and histories of language teacher reflection from diverse education contexts, this edited volume opens up new thought-provoking opportunities for student language teachers and teacher educators to shape and craft their reflective behaviour and propounds appealing suggestions for future research. * Omid Mazandarani, Islamic Azad University, Iran, ELT Journal 2024 *More details
Series
Language
English
Place of publication
Bristol
United Kingdom
Target group
College/higher education
Product notice
Reflowable
ISBN-13
978-1-78892-103-9 (9781788921039)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Book
09/2022
Multilingual Matters
€61.40
Shipment within 3-4 weeks
Persons
Zia Tajeddin is Professor of Applied Linguistics at Tarbiat Modares University, Iran. He co-edits two journals: Applied Pragmatics (John Benjamins) and Second Language Teacher Education (Equinox). He is co-editor of the Springer book series Studies in Language Teacher Education. His recently published books include Lessons from Good Language Teachers (Cambridge University Press, 2020) and Pragmatics Pedagogy in English as an International Language (Routledge, 2021).
Atsuko Watanabe is Professor in the Department of English Language and Literature at Bunkyo University, Japan. Her publications include Reflective Practice as Professional Development: Experiences of Teachers of English in Japan (Multilingual Matters, 2017). Her research interests include reflective practice, researcher reflexivity and qualitative interview methods.
Atsuko Watanabe is Professor in the Department of English Language and Literature at Bunkyo University, Japan. Her publications include Reflective Practice as Professional Development: Experiences of Teachers of English in Japan (Multilingual Matters, 2017). Her research interests include reflective practice, researcher reflexivity and qualitative interview methods.
Content
Figures and Tables
Contributors
Acknowledgments
Zia Tajeddin and Atsuko Watanabe: Introduction
Part 1: MACRO-PERSPECTIVES ON TEACHER REFLECTION
Chapter 1. Thomas S.C. Farrell: Reflection on Reflective Practice
Chapter 2. Zia Tajeddin, Atsuko Watanabe and Hossein Ali Manzouri: Language Teacher Reflection: A Systematic Review of Two Decades of Research
Part 2: TEACHER REFLECTION POLICIES
Chapter 3. Laura Baecher, Marcus Artigliere and Lauren McCoy: Applying Farrell's Evidence-Based Reflection to Strengthen TESOL Teacher Education: A Reflective Practice Report
Chapter 4. Mark Wyatt and Ashraf Darwish: Tensions in Language Teachers' Reflective Practice in Continuing Professional Development
Chapter 5. Minh Hue Nguyen and Nur Hayati: The Positioning of Teacher Reflective Practice in TESOL-Related Policies
Chapter 6. Ann M. Glazer and Kathleen M. Bailey: Reflecting and Connecting: Creating Opportunities for Teacher Trainees to Connect Theory and Practice
Part 3: TEACHER REFLECTION PRACTICES AND IMPACTS
Chapter 7. Tammy Gregersen and Sarah Mercer: An Appreciative-Inquiry and Strengths-Based Approach to Pre-Service Teacher Reflection During the Practicum
Chapter 8. Michael Karas, Juliane Martini and Farahnaz Faez: Duoethnography for Reflective Practice: Triumphs and Challenges
Chapter 9. Atsuko Watanabe: Researcher Reflexivity and Reflective Dialogue: An Exploration of Pre-Service Teachers' Professional Identity Development
Chapter 10. Minoo Alemi and Zahra Maleknia: Novice and Experienced Language Teachers' Collaborative Reflection on Their Professional Identity
Chapter 11. Bedrettin Yazan: Reflective Practice as Identity Work: A Teacher Educator's Reflections on Identity Tensions
Chapter 12. Rui Yuan and Min Yang: 'I Come Up With a New Way of Seeing Life': Pre-Service Language Teachers' Reflective Practice During Overseas Immersion
Chapter 13. Zia Tajeddin and Neda Khanlarzadeh: Raising Teachers' Awareness of Intercultural Language Pedagogy Through Collaborative Reflection
Chapter 14. Angela Farrell: Reflecting on Native/Non-Native Identity from the Perspective of EFL Teachers
Chapter 15. Katie Webb, Steve Mann and Kamal Aqili Shafie: Using Computer-Mediated Cooperative Development in a Virtual Reflective Environment Among English Language Teachers
Chapter 16. Fiona Farr: More than Words: Phraseology and Significance in the Reflective Practice Discourses of English Language Teacher Education
Chapter 17. Hatime Ciftci and Kenan Dikilitas: Discourse of Reflections on Instant Joint Engagement in Online ELT Graduate Courses
Atsuko Watanabe and Zia Tajeddin: Epilogue
Index
Contributors
Acknowledgments
Zia Tajeddin and Atsuko Watanabe: Introduction
Part 1: MACRO-PERSPECTIVES ON TEACHER REFLECTION
Chapter 1. Thomas S.C. Farrell: Reflection on Reflective Practice
Chapter 2. Zia Tajeddin, Atsuko Watanabe and Hossein Ali Manzouri: Language Teacher Reflection: A Systematic Review of Two Decades of Research
Part 2: TEACHER REFLECTION POLICIES
Chapter 3. Laura Baecher, Marcus Artigliere and Lauren McCoy: Applying Farrell's Evidence-Based Reflection to Strengthen TESOL Teacher Education: A Reflective Practice Report
Chapter 4. Mark Wyatt and Ashraf Darwish: Tensions in Language Teachers' Reflective Practice in Continuing Professional Development
Chapter 5. Minh Hue Nguyen and Nur Hayati: The Positioning of Teacher Reflective Practice in TESOL-Related Policies
Chapter 6. Ann M. Glazer and Kathleen M. Bailey: Reflecting and Connecting: Creating Opportunities for Teacher Trainees to Connect Theory and Practice
Part 3: TEACHER REFLECTION PRACTICES AND IMPACTS
Chapter 7. Tammy Gregersen and Sarah Mercer: An Appreciative-Inquiry and Strengths-Based Approach to Pre-Service Teacher Reflection During the Practicum
Chapter 8. Michael Karas, Juliane Martini and Farahnaz Faez: Duoethnography for Reflective Practice: Triumphs and Challenges
Chapter 9. Atsuko Watanabe: Researcher Reflexivity and Reflective Dialogue: An Exploration of Pre-Service Teachers' Professional Identity Development
Chapter 10. Minoo Alemi and Zahra Maleknia: Novice and Experienced Language Teachers' Collaborative Reflection on Their Professional Identity
Chapter 11. Bedrettin Yazan: Reflective Practice as Identity Work: A Teacher Educator's Reflections on Identity Tensions
Chapter 12. Rui Yuan and Min Yang: 'I Come Up With a New Way of Seeing Life': Pre-Service Language Teachers' Reflective Practice During Overseas Immersion
Chapter 13. Zia Tajeddin and Neda Khanlarzadeh: Raising Teachers' Awareness of Intercultural Language Pedagogy Through Collaborative Reflection
Chapter 14. Angela Farrell: Reflecting on Native/Non-Native Identity from the Perspective of EFL Teachers
Chapter 15. Katie Webb, Steve Mann and Kamal Aqili Shafie: Using Computer-Mediated Cooperative Development in a Virtual Reflective Environment Among English Language Teachers
Chapter 16. Fiona Farr: More than Words: Phraseology and Significance in the Reflective Practice Discourses of English Language Teacher Education
Chapter 17. Hatime Ciftci and Kenan Dikilitas: Discourse of Reflections on Instant Joint Engagement in Online ELT Graduate Courses
Atsuko Watanabe and Zia Tajeddin: Epilogue
Index
