In this comprehensive and detailed analysis of recent research on encouraging reflective practices in TESOL, Farrell demonstrates how this practice has been embraced within TESOL and how it continues to impact the field. Examining a vast array of studies through his own framework for reflecting on practice, Farrell’s analysis comprises not only the intellectual and cognitive but also the spiritual, moral, and emotional aspects of reflection. Reflection questions at the end of each chapter provide a jumping-off point for researchers, scholars, and teachers to further consider and reflect on the future of the field. Providing a holistic picture of reflection, this book is an original compendium of essential research on philosophy and principles, instruments used in studies, and theory and practice.
"This is a highly useful addition to the resources available for trainers and teachers alike in this key area of teacher education. Particularly noteworthy is the consideration of teachers as ‘whole persons’ and not simply reflective technicians. ‘The unexamined life is not worth living,’ as Socrates is said to have claimed. This is nowhere more true than in the act of teaching, and at no time more relevant than in the present."
--Alan Maley, co-founder of The C Group—Creativity for Change in Language Education
Chapter 1: Reflecting on Reflective Practice
Chapter 2: Definitions
Chapter 3: Philosophy of Practice
Chapter 4: Principles of Practice
Chapter 5: Theory of Practice
Chapter 6: Practice
Chapter 7: Beyond Practice
Chapter 8: Reflective Practice Instruments
Chapter 9: Appraisal
This series provides essential texts on teaching English as a second language and applied linguistics. It includes authored and edited volumes to be used as primary or supplementary texts in graduate-level and teacher training courses to enhance students’ and practicing teachers’ professional qualifications and knowledge. Each text is designed to promote the current and growing body of knowledge in applied linguistics and second language teaching, including advances in teacher education and the study of language.
Specifically, the series includes, but is not limited to, current uses of applied linguistics research in teaching a variety of second language skills, such as reading, writing, speaking and listening; materials and curriculum design; literacy; English for academic purposes; and research methods.
The texts also deal with broad domains of professional preparation related to socio-cultural perspectives and current issues/topics in teaching and learning a second language.
Books in the series benefit not only students, but experienced teachers, curriculum developers, teacher trainers, program administrators, and other second and foreign language professionals seeking to advance and update their knowledge and expertise.