Overview

The concept of reflective practice has proliferated over the last few decades in many professions such as medicine, law, business and education. Within the field of education reflective practice has become a very popular concept within teacher education and development programs and perhaps its main appeal according to Loughran (2000: 33) is that it 'rings true for most people as something useful' to practice. Indeed as McLaughlin (1999:9) has remarked, 'Who would want to champion the unreflective practitioner?' The general consensus is that teachers who are encouraged to engage in reflective practice can gain new insight of their practice. There have been similar developments in the field of teaching English to speakers of other languages (TESOL) where the allure of reflective practice seems to have also been embraced as an important educational paradigm that should be supported in teacher education and development programs. This book is the first in a new series consisting of several practical oriented books that introduce cutting-edge research and practical applications of that research related to reflective practice in language education. Written by the series editor, it acts an introduction to the series and outlines and discusses the concept of reflective practice in general, the various models and approaches to reflective practice and gives guidance on cultivating reflective practice.

Full Product Details

9781781796535

Table of Contents

Reviews

This text comes highly recommended and although the primary readership is described as those preparing to become language teachers or TESOL professionals, the book is not culture bound and has great applicability beyond the general ELT arena. Therefore, it is equally valuable to tutors, lecturers and practitioners involved in EOP, EAP, ESAP and academic literacies, since all these professionals need to embrace RP at some point in their careers. This also justifies the review of this publication in this Journal. The book ought to be a prescribed source for pre-service, novice and experienced teachers. Programme administrators, supervisors, and mentors will also find the contents useful as a refresher for evaluating their own practice. Professional and Academic English Journal

This text comes highly recommended and although the primary readership is described as those preparing to become language teachers or TESOL professionals, the book is not culture bound and has great applicability beyond the general ELT arena. Therefore, it is equally valuable to tutors, lecturers and practitioners involved in EOP, EAP, ESAP and academic literacies, since all these professionals need to embrace RP at some point in their careers. This also justifies the review of this publication in this Journal. The book ought to be a prescribed source for pre-service, novice and experienced teachers. Programme administrators, supervisors, and mentors will also find the contents useful as a refresher for evaluating their own practice. Professional and Academic English: Journal of the IATEFL ESP SIG, Issue 53 December 2019

Author Information

Thomas S.C. Farrell is Professor of Applied Linguistics at Brock University, Canada. He is series editor for the Language Teacher Research series (Asia, Americas, Africa, Australia/New Zealand, Europe, and the Middle East) for TESOL, USA. His recent books are Novice Language Teachers: Insights and Perspectives for the First Year (Equinox, 2009), Reflective Writing for Language Teachers (Equinox, 2012) and From Trainee to Teacher: Reflective Practice for Novice Teachers (Equinox, 2016).

Tab Content 6

Customer Reviews

Recent Reviews

Countries Available