Teacher Reflection

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.

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