Teacher reflection : policies, practices and impacts : studies in honor of Thomas S.C. Farrell

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. Contents Figures and Tables Contributors Acknowledgements Introduction Part 1 Macro-Perspectives on Teacher Reflection 1 Reflection on Reflective Practice 2 Language Teacher Reflection: A Systematic Review of Two Decades of Research Part 2 Teacher Reflection Policies 3 Applying Farrell’s Evidence-Based Reflection to Strengthen TESOL Teacher Education: A Reflective Practice Report 4 Tensions in Language Teachers’ Reflective Practice in Continuing Professional Development 5 The Positioning of Teacher Reflective Practice in TESOL-Related Policies 6 Reflecting and Connecting: Creating Opportunities for Teacher Trainees to Connect Theory and Practice Part 3 Teacher Reflection Practices and Impacts 7 An Appreciative-Inquiry and Strengths-Based Approach to Pre-Service Teacher Reflection During the Practicum 8 Duoethnography for Reflective Practice: Triumphs and Challenges 9 Researcher Reflexivity and Reflective Dialogue: An Exploration of Pre-Service Teachers’ Professional Identity Development 10 Novice and Experienced Language Teachers’ Collaborative Reflection on Their Professional Identity 11 Reflective Practice as Identity Work: A Teacher Educator’s Reflections on Identity Tensions 12 ‘I Come Up With a New Way of Seeing Life’: Pre-Service Language Teachers’ Reflective Practice During Overseas Immersion 13 Raising Teachers’ Awareness of Intercultural Language Pedagogy Through Collaborative Reflection 14 Reflecting on Native/Non-Native Identity from the Perspective of EFL Teachers 15 Using Computer-Mediated Cooperative Development in a Virtual Reflective Environment Among English Language Teachers 16 More than Words: Phraseology and Significance in the Reflective Practice Discourses of English Language Teacher Education 17 Discourse of Reflections on Instant Joint Engagement in Online ELT Graduate Courses Epilogue Index "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