Teacher Reflection: Policies, Practices and Impacts

by Zia Tajeddin (Editor), Atsuko Watanabe (Editor)

Overview

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.

Product Details

ISBN-13:	9781788921039
Publisher:	Multilingual Matters Ltd.
Publication date:	09/15/2022
Series:	New Perspectives on Language and Education , #111
Sold by:	Barnes & Noble
Format:	eBook
Pages:	304
File size:	18 MB
Note:	This product may take a few minutes to download.

About the Author

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.

Zia Tajeddin is Professor of Applied Linguistics at Tarbiat Modares University, Iran. He co-edits two international journals: Applied Pragmatics (John Benjamins) and Second Language Teacher Education (Equinox). He is the co-editor of the Springer book series Studies in Language Teacher Education. His research interests center on teacher education and L2 pragmatics pedagogy in the context of EIL/ELF. His recently published books include Lessons from Good Language Teachers (with Carol Griffiths, Cambridge University Press, 2020), Pragmatics Pedagogy in English as an International Language (with Minoo Alemi, Routledge, 2021), Teacher Reflection: Policies, Practices and Impacts (with Atsuko Watanabe, Multilingual Matters, 2022), Language Education Programs: Perspectives on Policies and Practices (with Carol Griffiths, Springer, 2023), and Language Teacher Identity Tensions: Nexus of Agency, Emotion, and Investment (with Bedrettin Yazan, Routledge, 2024).

Atsuko Watanabe is Professor in the Faculty of 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.

Table of Contents

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 Çiftçi and Kenan Dikilitaş: Discourse of Reflections on Instant Joint Engagement in Online ELT Graduate Courses

Atsuko Watanabe and Zia Tajeddin: Epilogue

Index

Editorial Reviews

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

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

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

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

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.

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.

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.

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"

From the Publisher