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Brooke, Mark 
ORCID: 0000-0002-3071-6806
(2017)
Developing a reflective disposition in TESOL.
European Journal of Applied Linguistics and TEFL, 6 (2).
pp. 165-182.
Abstract
Tabachnick and Zeichner (2002) declare that reflective practice is quintessential to professional development. This is necessary because, as Farrell (2016, p. 98) states, teachers not only need “subject and pedagogical content knowledge”, but they also need to be equipped to react in new, unknown contexts as each classroom is unique. For these reasons, Farrell (2015), in his recently developed framework, advocates a holistic approach to development, asking teachers to analyse: (1) assumptions and build awareness of the broader reasoning or philosophy behind their practices, (2) the principles they hold dear related to teaching and learning, (3) the theory that they apply in their practice, (4) how their practice impacts student learning and (5) beyond practice, to what extent and how socio-cultural dimensions might affect their behaviour. However, it is not only reflection about these issues that is important, it is necessary to conduct evidence-driven research and reflect on data to help to develop awareness of these areas.
| Item Type: | Article |
|---|---|
| Article Type: | Article |
| Subjects: | L Education > L Education (General) P Language and Literature > PE English |
| Divisions: | Schools and Research Institutes > School of Education and Science |
| Research Priority Areas: | Society and Learning |
| Depositing User: | Mark Brooke |
| Date Deposited: | 04 Oct 2023 09:39 |
| Last Modified: | 07 Mar 2024 13:36 |
| URI: | https://eprints.glos.ac.uk/id/eprint/13166 |
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