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.
Brief description:
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.
Review Quotes: 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.