Operationalizing reflective practice in second language teacher education (SLTE)
DOI:
https://doi.org/10.1558/slte.21881Keywords:
Holistic reflective practice, reflective framework, philosophy, principles, theory, practiceAbstract
Reflective practice in the field of TESOL has been warmly embraced in many teacher education and development programs worldwide. However, one of the important issues that is still not clear to many educators is how reflection should be implemented. In this article, I argue that one of the reasons for the confusion about operationalizing reflective practice is that most of the existing approaches that have blossomed since the 1990s are restrictive. Thus, a more holistic approach to reflection should be adopted through the framework for reflecting on practice in SLTE.
References
Abednia, A. (2012). Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education, 28(5), 706–717. https://doi.org/10.1016/j.tate.2012.02.005
Abednia, A., Hovassapian, A., Teimournezhad, S., & Ghanbari, N. (2013). Reflective journal writing: Exploring in-service EFL teachers’ perceptions. System, 41(3), 503–514. https://doi.org/10.1016/j.system.2013.05.003
Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practice in L2 teacher education. System, 35, 192–207. https://doi.org/10.1016/j.system.2006.12.008
Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 38(2), 211–227. https://doi.org/10.1016/j.system.2010.03.003
Birbirso, D. T. (2012). Reflective practicum: Experience of the Ethiopian context. Reflective Practice, 13(6), 857–869. https://doi.org/10.1080/14623943.2012.697886
Fahim, M., Hamidi, H., & Sarem, S. N. (2013). Investigating the role of teachers’ self-monitoring in the learners’ willingness to communicate: A case of Iranian EFL learners. Journal of Language Teaching and Research, 4(3), 624–635. https://doi.org/10.4304/jltr.4.3.624-635
Farrell, T. S. C. (2018). Research on reflective practice in TESOL. Routledge. https://doi.org/10.4324/9781315206332
Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. Routledge. https://doi.org/10.4324/9781315775401
Freeman, D. (2016). Educating second language teachers. Oxford University Press.
Lim, H. (2011). Concept maps of Korean EFL student teachers’ autobiographical reflections on their professional identity formation. Teaching and Teacher Education, 27(6), 969–981. https://doi.org/10.1016/j.tate.2011.05.001
Liu, Y., & Xu, Y. (2011). Inclusion or exclusion?: A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies. Teaching and Teacher Education, 27(3), 589–597. https://doi.org/10.1016/j.tate.2010.10.013
Luo, W. (2014). An exploration of professional development programs for teachers of collaborative teaching of EFL in Taiwan: A case study. The Asia-Pacific Education Researcher, 23(3), 403–412. https://doi.org/10.1007/s40299-013-0115-8
Mann, S., & Walsh, S. (2013). RP or ‘RIP’: A critical perspective on reflective practice. Applied Linguistics Review, 4(2), 291–315. https://doi.org/10.1515/applirev-2013-0013
Moser, J., Harris, J., & Carle, J. (2012). Improving teacher talk through a task-based approach. ELT Journal, 66(1), 81–88. https://doi.org/10.1093/elt/ccr016
Tan, J. (2013). Dialoguing written reflections to promote self-efficacy in student teachers. Reflective Practice, 14(6), 814–824. https://doi.org/10.1080/14623943.2013.836085
Wan, W., Low, G. D., & Li, M. (2011). From students’ and teachers’ perspectives: Metaphor analysis of beliefs about EFL teachers’ roles. System, 39(3), 403–415. https://doi.org/10.1016/j.system.2011.07.012
Wright, T. (2010). Second language teacher education: Review of recent research on practice. Language Teaching, 43(3), 259–296. https://doi.org/10.1017/S0261444810000030
