Teacher reflection : policies, practices and impacts

Author(s)

    • Tajeddin, Zia
    • Watanabe, Atsuko

Bibliographic Information

Teacher reflection : policies, practices and impacts

edited by Zia Tajeddin and Atsuko Watanabe

(New perspectives on language and education, 111)

Multilingual Matters, c2022

  • : pbk

Available at  / 2 libraries

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Note

"Studies in honor of Thomas S.C. Farrell"

Includes bibliographical references and index

Description and Table of Contents

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.

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 Ciftci and Kenan Dikilitas: Discourse of Reflections on Instant Joint Engagement in Online ELT Graduate Courses Atsuko Watanabe and Zia Tajeddin: Epilogue Index

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