Teacher Reflection

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. 

Auteur

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.

Contenu

Zia Tajeddin and Atsuko Watanabe: Introduction

MACRO-PERSPECTIVES ON TEACHER REFLECTION

Chapter 1. Thomas S.C. Farrell: Reflection on Reflective Practice

Chapter 2. Zia Tajeddin, Atsuko Watanabe and Hossein Ali Manzuri: Language Teacher Reflection: A Systematic Review of Two Decades of Research

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

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: Formulaic Language Use in the Reflective Practice Discourses of English Language Teacher Education

Chapter 17. Hatime Çiftçi and Kenan Dikilitas: Discourse of Reflections on Instant Joint Engagement in Online ELT Graduate Courses

Atsuko Watanabe and Zia Tajeddin: Epilogue