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.

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.

• Figures and TablesContributorsAcknowledgmentsZia Tajeddin and Atsuko Watanabe: IntroductionPart 1: MACRO-PERSPECTIVES ON TEACHER REFLECTIONChapter 1. Thomas S.C. Farrell: Reflection on Reflective PracticeChapter 2. Zia Tajeddin, Atsuko Watanabe and Hossein Ali Manzouri: Language Teacher Reflection: A Systematic Review of Two Decades of ResearchPart 2: TEACHER REFLECTION POLICIESChapter 3. Laura Baecher, Marcus Artigliere and Lauren McCoy: Applying Farrell’s Evidence-Based Reflection to Strengthen TESOL Teacher Education: A Reflective Practice ReportChapter 4. Mark Wyatt and Ashraf Darwish: Tensions in Language Teachers’ Reflective Practice in Continuing Professional DevelopmentChapter 5. Minh Hue Nguyen and Nur Hayati: The Positioning of Teacher Reflective Practice in TESOL-Related PoliciesChapter 6. Ann M. Glazer and Kathleen M. Bailey: Reflecting and Connecting: Creating Opportunities for Teacher Trainees to Connect Theory and PracticePart 3: TEACHER REFLECTION PRACTICES AND IMPACTSChapter 7. Tammy Gregersen and Sarah Mercer: An Appreciative-Inquiry and Strengths-Based Approach to Pre-Service Teacher Reflection During the PracticumChapter 8. Michael Karas, Juliane Martini and Farahnaz Faez: Duoethnography for Reflective Practice: Triumphs and ChallengesChapter 9. Atsuko Watanabe: Researcher Reflexivity and Reflective Dialogue: An Exploration of Pre-Service Teachers’ Professional Identity DevelopmentChapter 10. Minoo Alemi and Zahra Maleknia: Novice and Experienced Language Teachers’ Collaborative Reflection on Their Professional IdentityChapter 11. Bedrettin Yazan: Reflective Practice as Identity Work: A Teacher Educator’s Reflections on Identity TensionsChapter 12. Rui Yuan and Min Yang: 'I Come Up With a New Way of Seeing Life': Pre-Service Language Teachers’ Reflective Practice During Overseas ImmersionChapter 13. Zia Tajeddin and Neda Khanlarzadeh: Raising Teachers’ Awareness of Intercultural Language Pedagogy Through Collaborative ReflectionChapter 14. Angela Farrell: Reflecting on Native/Non-Native Identity from the Perspective of EFL TeachersChapter 15. Katie Webb, Steve Mann and Kamal Aqili Shafie: Using Computer-Mediated Cooperative Development in a Virtual Reflective Environment Among English Language TeachersChapter 16. Fiona Farr: More than Words: Phraseology and Significance in the Reflective Practice Discourses of English Language Teacher EducationChapter 17. Hatime Çiftçi and Kenan Dikilitaş: Discourse of Reflections on Instant Joint Engagement in Online ELT Graduate CoursesAtsuko Watanabe and Zia Tajeddin: EpilogueIndex