Teacher Reflection

Description

Explores practitioners’ and researchers’ reflective practice in more diverse contexts than previous studies

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.

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

Sujets

• Disciplines
• Language Arts
• Teaching
• EDUCATION
• Lettres et linguistique
• Teacher education
• Reflective practice
• Study
• Applied linguistics
• Professional
• Personality
• Postgraduate education
• Research
• Postgraduate

Informations

• Publié par: Channel View Publications
• Date de parution: 15 septembre 2022
• Nombre de lectures: 0
• EAN13: 9781788921039
• Langue: English
• Poids de l'ouvrage: 16 Mo

Extrait

Teacher Reflection
NEW PERSPECTIVES ON LANGUAGE AND EDUCATION
Founding Editor : Viv Edwards, University of Reading, UK
Series Editors : Phan Le Ha, University of Hawaii at Manoa, USA and Joel Windle, Monash University, Australia .
Two decades of research and development in language and literacy education have yielded a broad, multidisciplinary focus. Yet education systems face constant economic and technological change, with attendant issues of identity and power, community and culture. What are the implications for language education of new ‘semiotic economies’ and communications technologies? Of complex blendings of cultural and linguistic diversity in communities and institutions? Of new cultural, regional and national identities and practices? The New Perspectives on Language and Education series will feature critical and interpretive, disciplinary and multidisciplinary perspectives on teaching and learning, language and literacy in new times. New proposals, particularly for edited volumes, are expected to acknowledge and include perspectives from the Global South. Contributions from scholars from the Global South will be particularly sought out and welcomed, as well as those from marginalized communities within the Global North. 
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
NEW PERSPECTIVES ON LANGUAGE AND EDUCATION: 111
Teacher Reflection
Policies, Practices and Impacts
Studies in Honor of Thomas S.C. Farrell
Edited by
Zia Tajeddin and Atsuko Watanabe
MULTILINGUAL MATTERS
Bristol • Jackson
DOI https://doi.org/10.21832/TAJEDD1015
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Tajeddin, Zia, editor. | Watanabe, Atsuko, editor.
Title: Teacher Reflection: Policies, Practices and Impacts/Edited by
Zia Tajeddin and Atsuko Watanabe.
Description: Bristol, UK; Jackson, TN: Multilingual Matters, 2022. |
Series: New Perspectives on Language and Education: 111 | Includes
bibliographical references and index. | Summary: “This book examines
teacher reflection in three main areas: policies, practices and the
impact of teacher reflection on teachers’ practices and professional
development. The chapters shed light on concerns and challenges
experienced by teachers in diverse international contexts and
institutions”—Provided by publisher.
Identifiers: LCCN 2022022400 (print) | LCCN 2022022401 (ebook) | ISBN
9781788921008 (paperback) | ISBN 9781788921015 (hardback) | ISBN
9781788921022 (pdf) | ISBN 9781788921039 (epub)
Subjects: LCSH: Reflective teaching. | Teaching—Psychological aspects. |
Teachers—Training of. | Language teachers—Training of.
Classification: LCC LB1025.3 .T3975 2022 (print) | LCC LB1025.3 (ebook) |
DDC 371.102—dc23/eng/20220623
LC record available at https://lccn.loc.gov/2022022400
LC ebook record available at https://lccn.loc.gov/2022022401
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-78892-101-5 (hbk)
ISBN-13: 978-1-78892-100-8 (pbk)
Multilingual Matters
UK: St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2022 Zia Tajeddin, Atsuko Watanabe and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by SAN Publishing Services.
Printed and bound in the UK by the CPI Books Group Ltd.
Contents
Figures and Tables
Contributors
Acknowledgements
Introduction
Zia Tajeddin and Atsuko Watanabe
Part 1: Macro-Perspectives on Teacher Reflection
1 Reflection on Reflective Practice
Thomas S.C. Farrell
2 Language Teacher Reflection: A Systematic Review of Two Decades of Research
Zia Tajeddin, Atsuko Watanabe and Hossein Ali Manzouri
Part 2: Teacher Reflection Policies
3 Applying Farrell’s Evidence-Based Reflection to Strengthen TESOL Teacher Education: A Reflective Practice Report
Laura Baecher, Marcus Artigliere and Lauren McCoy
4 Tensions in Language Teachers’ Reflective Practice in Continuing Professional Development
Mark Wyatt and Ashraf Darwish
5 The Positioning of Teacher Reflective Practice in TESOL-Related Policies
Minh Hue Nguyen and Nur Hayati
6 Reflecting and Connecting: Creating Opportunities for Teacher Trainees to Connect Theory and Practice
Ann M. Glazer and Kathleen M. Bailey
Part 3: Teacher Reflection Practices and Impacts
7 An Appreciative-Inquiry and Strengths-Based Approach to Pre-Service Teacher Reflection During the Practicum
Tammy Gregersen and Sarah Mercer
8 Duoethnography for Reflective Practice: Triumphs and Challenges
Michael Karas, Juliane Martini and Farahnaz Faez
9 Researcher Reflexivity and Reflective Dialogue: An Exploration of Pre-Service Teachers’ Professional Identity Development
Atsuko Watanabe
10 Novice and Experienced Language Teachers’ Collaborative Reflection on Their Professional Identity
Minoo Alemi and Zahra Maleknia
11 Reflective Practice as Identity Work: A Teacher Educator’s Reflections on Identity Tensions
Bedrettin Yazan
12 ‘I Come Up With a New Way of Seeing Life’: ­Pre-Service Language Teachers’ Reflective Practice During Overseas Immersion
Rui Yuan and Min Yang
13 Raising Teachers’ Awareness of Intercultural Language Pedagogy Through Collaborative Reflection
Zia Tajeddin and Neda Khanlarzadeh
14 Reflecting on Native/Non-Native Identity from the Perspective of EFL Teachers
Angela Farrell
15 Using Computer-Mediated Cooperative Development in a Virtual Reflective Environment Among English Language Teachers
Katie Webb, Steve Mann and Kamal Aqili Shafie
16 More than Words: Phraseology and Significance in the Reflective Practice Discourses of English Language Teacher Education
Fiona Farr
17 Discourse of Reflections on Instant Joint Engagement in Online ELT Graduate Courses
Hatime Çiftçi and Kenan Dikilita ş
Epilogue
Atsuko Watanabe and Zia Tajeddin
Index
Figures and Tables
Figures
Figure 1.1 Framework for reflecting on practice (Farrell, 2015b)
Figure 2.1 Screening process of the selected studies
Figure 2.2 Number of the selected studies per year
Figure 2.3 Research distribution in journals
Figure 3.1 Artifacts for reflection, reflection tools and reflection approaches for student teachers
Figure 3.2 Artifacts for reflection, reflection tools and reflection approaches for teacher educators
Figure 8.1 Themes for duoethnography as an effective reflective tool
Figure 8.2 Challenges of completing a duoethnographic assignment
Figure 11.1 A teacher candidate’s concept map of her CAN
Figure 11.2 Two teacher candidates’ co-constructed rubric
Figure 16.1 Overview of Teacher Education Corpus (TEC)
Figure 16.2 Random selection of 20 concordance lines of I feel that
Figure 16.3 Key multi-word expressions in TP feedback
Figure 16.4 Select key multi-word expressions in the feedback corpus
Figure 16.5 Random selection of 15 concordance lines of a little bit more
Tables
Table 2.1 Inclusion and exclusion criteria
Table 2.2 Number of participants in the selected studies
Table 3.1 Reflecting on our teacher candidates’ reflection using Farrell’s five stages
Table 3.2 Farrell’s Beyond Practice reflective aspect applied to CSTP artifact
Table 5.1 Policy documents used as data
Table 5.2 Levels of reflection in the policies
Table 6.1 Number of students in each course and number of posts comprising the data set
Table 6.2 Themes, theme descriptors and theme examples
Table 6.3 Themes ranked by number and percent of total words
Table 8.1 Duo/trioethnography topics
Table 13.1 Teachers’ demographic information
Table 15.1 Description of moves
Contributors
Thomas S.C. Farrell is a Professor of Applied Linguistics at Brock University, Canada. Professor Farrell’s professional interests include Reflective Practice, and Language Teacher Education and Development. Professor Farrell has published widely in academic journals and has presented at major conferences worldwide on these topics. A selection of his books include: Teaching Practice: A Reflective Approach (2011, New York: CUP – with Jack Richards); Reflecting on Teaching the Four Skills (­University of Michigan Press, 2012); Reflective Practice (TESOL USA, 2013); Reflective Writing for Language Teachers (Equinox, 2013); Reflective Practice in ESL Teacher Development Groups (Palgrave McMillian, 2014); International Perspectives on English Language Teacher Education (Basingstoke: Palgrave MacMillan; Ed, 2015); Promoting Teacher Reflection in Language Education: A Framework for TESOL Professionals (Routledge, 2015); From Trainee to Teacher: Reflective Practice For Novice Teachers (Equinox, 2016); Reflecting on Critical Incidents in Language Education (With L. Baecher, Bloomsbury, 2017); Preservice Teacher Education (TESOL USA, 2017); Sociolinguistics and Language Teaching (TESOL USA, 2017); Research on Reflective Practice in TESOL (Routled