This Element examines the concept of reflective practice in
language teaching. It includes a brief description of what
reflective practice is and how it is operationalized by two of its
main protagonists, John Dewey and Donald Schoen, as well as some of
the limitations of their conceptions. This is used as an
introduction to how the author further developed their conceptions
when operationalizing reflective practice for language teachers
through a five-stage framework for reflecting on practice for
language teachers. The author then presents an in-depth case study
of the reflections of an English as a Foreign Language (EFL)
teacher working in Costa Rica as he moved through the five stages
of the framework for reflecting on practice. The author then goes
on to outline and discuss how reflective practice may be moved
forward and calls attention to the importance of emotions in the
process of reflection for language teachers.
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