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* Written by top expert on reflective practice Thomas Farrell *
Clear and accessible, assumes no prior background on reflective
practice and suitable for any preservice language teacher * Each
chapter features many practical reflection activities suitable to
different contexts and situations
Written for language teachers in training, this book surveys issues
and procedures in conducting practice teaching. Written for
language teachers in training at the diploma, undergraduate, or
graduate level, Practice Teaching, A Reflective Approach surveys
issues and procedures in conducting practice teaching. The book
adopts a reflective approach to practice teaching and shows student
teachers how to explore and reflect on the nature of language
teaching and their own approaches to teaching through their
experience of practice teaching.
In this comprehensive and detailed analysis of recent research on
encouraging reflective practices in TESOL, Farrell demonstrates how
this practice has been embraced within TESOL and how it continues
to impact the field. Examining a vast array of studies through his
own framework for reflecting on practice, Farrell's analysis
comprises not only the intellectual and cognitive but also the
spiritual, moral, and emotional aspects of reflection. Reflection
questions at the end of each chapter provide a jumping-off point
for researchers, scholars, and teachers to further consider and
reflect on the future of the field. Providing a holistic picture of
reflection, this book is an original compendium of essential
research on philosophy and principles, instruments used in studies,
and theory and practice.
A 200 hour teacher education program, often heavily focused on
theory and where practice is left to short field experiences cannot
provide you with everything that you will need when working in a
real classroom. In this book Thomas Farrell addresses two problems
within TESOL teacher education - the perceived gap between theory
and practice and the lack of contact with newly qualified teachers.
Farrell outlines how to prepare for the realities of what you will
face when beginning your career through reflective activities that
include: case-based teaching, teaching metaphor analysis, critical
incident analysis, and teacher identity analysis. Including
data-based vignettes from diverse contexts of language teachers,
you are able to gain practical insights from language teacher
education courses. Whether a learner teacher or teacher educator,
this book presents new insights into the reality of TESOL teacher
education.
Taking the concept and the practice of reflective teaching forward,
this book introduces a well-structured, flexible framework for use
by teachers at all levels of development, from pre-service to
novice to the most experienced. The framework outlines five levels
of reflective practice-Philosophy; Principles; Theory-of-Practice;
Practice; Beyond Practice-and provides specific techniques for
teachers to implement each level of reflection in their work.
Designed to allow readers to take either a deductive approach,
moving from theory-into-practice, or an inductive approach where
they start from a practice-into-theory position, the framework can
be used by teachers alone, in pairs, or in a group.
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.
* Written by top expert on reflective practice Thomas Farrell *
Clear and accessible, assumes no prior background on reflective
practice and suitable for any preservice language teacher * Each
chapter features many practical reflection activities suitable to
different contexts and situations
For many novice ESL/EFL teachers the transition from their teacher
education program (Cert or MA) to their first year of teaching has
been characterized as a type of 'reality shock' because the ideals
that novice teachers may have formed during the education program
are often replaced by the harsh realities of the classroom, and
social and political contexts of the school in which they are
teaching. One reason for this may be that teacher education
programs are unable to reproduce an environment similar to that
teachers face when they graduate. Even though many schools may have
induction programs available, many novice teachers are often left
to cope on their own in a sink-or-swim type situation, with some
ultimately leaving the profession because of difficulties
encountered during their first year. Every teacher must experience
life as a novice when they begin their teaching career in a real
classroom, and Reflective Practice for Novice Language Teachers is
the book that will make the transition from the training course to
the classroom as smooth as possible because it focuses on the needs
of novice teachers in particular.Reflective Practice for Novice
Language Teachers outlines and describes a comprehensive framework
for the professional development of novice teachers through
reflective practice that is grounded in the classroom realities of
real teaching contexts so that they can develop beyond their novice
years and become expert ESL/EFL teachers. In addition, the
suggestions presented in this book can be operationalized as
standards for future ESL/EFL teacher education and development
programs worldwide.
In this comprehensive and detailed analysis of recent research on
encouraging reflective practices in TESOL, Farrell demonstrates how
this practice has been embraced within TESOL and how it continues
to impact the field. Examining a vast array of studies through his
own framework for reflecting on practice, Farrell's analysis
comprises not only the intellectual and cognitive but also the
spiritual, moral, and emotional aspects of reflection. Reflection
questions at the end of each chapter provide a jumping-off point
for researchers, scholars, and teachers to further consider and
reflect on the future of the field. Providing a holistic picture of
reflection, this book is an original compendium of essential
research on philosophy and principles, instruments used in studies,
and theory and practice.
Taking the concept and the practice of reflective teaching forward,
this book introduces a well-structured, flexible framework for use
by teachers at all levels of development, from pre-service to
novice to the most experienced. The framework outlines five levels
of reflective practice-Philosophy; Principles; Theory-of-Practice;
Practice; Beyond Practice-and provides specific techniques for
teachers to implement each level of reflection in their work.
Designed to allow readers to take either a deductive approach,
moving from theory-into-practice, or an inductive approach where
they start from a practice-into-theory position, the framework can
be used by teachers alone, in pairs, or in a group.
Written for language teachers in training, this book surveys issues
and procedures in conducting practice teaching. Written for
language teachers in training at the diploma, undergraduate, or
graduate level, Practice Teaching, A Reflective Approach surveys
issues and procedures in conducting practice teaching. The book
adopts a reflective approach to practice teaching and shows student
teachers how to explore and reflect on the nature of language
teaching and their own approaches to teaching through their
experience of practice teaching.
The first year of teaching has been characterized as a type of
"reality shock" for many language teachers. This may be because the
ideals that novice teachers formed during teacher
training/education are often replaced by the reality of school life
where much of their energy has shifted to learning how to adapt and
survive in a new school culture. Although the first year of
teaching has been well documented in general education research,
not many detailed studies outlining the experiences of language
teachers in their first year of teaching have been documented in
the language education literature. This is surprising because as
some scholars have suggested, in order to establish an effective
knowledge-base for second/foreign language teacher education,
language teacher educators must have some understanding of schools
and schooling and the social and cultural contexts in which
learning how to teach takes place. The purpose of this collection
is to discuss the challenges and influences novice language
teachers face when teaching in their first years. The volume
outlines several detailed case studies of the experiences
second/foreign language teachers during their first year of
teaching in such diverse contexts as the USA, Canada, Singapore,
Cambodia, the UK, Italy, southern Europe, Hong Kong, and Japan.
The field of English language teaching continues to become more and
more complex. To stay up-to-date with the developments as the
discipline grows, English language teachers must work to expand
their knowledge base by participating in continual professional
development and practicing reflective teaching. Farrell provides
useful insights about the many kinds of training and discusses the
practices you can engage in to ensure your own growth, including
team teaching, action research, and teaching portfolios. Learn
about the different stages of professional development, what
approaches are right for you, and how you can sustain your growth
throughout your career.
A 200 hour teacher education program, often heavily focused on
theory and where practice is left to short field experiences cannot
provide you with everything that you will need when working in a
real classroom. In this book Thomas Farrell addresses two problems
within TESOL teacher education - the perceived gap between theory
and practice and the lack of contact with newly qualified teachers.
Farrell outlines how to prepare for the realities of what you will
face when beginning your career through reflective activities that
include: case-based teaching, teaching metaphor analysis, critical
incident analysis, and teacher identity analysis. Including
data-based vignettes from diverse contexts of language teachers,
you are able to gain practical insights from language teacher
education courses. Whether a learner teacher or teacher educator,
this book presents new insights into the reality of TESOL teacher
education.
Professional Development for Language Teachers examines ten
different techniques that can be used to facilitate professional
development in language teaching. These effective teaching tools
are: self-monitoring, support groups, journal writing, classroom
observation, teaching portfolios, analysis of critical incidents,
case analysis, peer coaching, team teaching, and action research.
The book begins with a conceptual framework for professional
development. All chapters contain practical examples in the form of
vignettes written by teachers using the techniques, as well as
reflection questions to help readers apply the approach in their
own teaching context. This practical guide will be extremely useful
for teachers and administrators and is suitable for adoption in MA
TESOL programs.
This book is about how to teach English as a second language and
how second language students learn. With Communicative Language
Teaching (CLT) at its centre, it takes a practical approach to
second language teaching backed up by clearly explained theory.
Presenting eight essential principles across twelve chapters, the
book covers Learner Autonomy, Social Learning, Integrated
Curriculum, Meaning, Diversity, Thinking Skills, Alternative
Assessment and Teacher Co-learning, and shows how technology and
reflective teaching can be used to support and enhance these
essentials in the classroom. Combining theory and practice,
Essentials for Successful English Language Teaching explains how
these principles interweave and support each other within the CLT
paradigm, demonstrating why they are best implemented as a whole,
rather than one at a time. Now revised and brought fully up to
date, this new edition includes: - A brand new chapter covering
technology and cooperation in teaching practice and how they
support CLT-based activities - Vignettes for each essential
principle to consolidate theory and demonstrate best practice -
Updated real world examples, drawing on teaching experiences from
North America, Africa and Asia Taking a 'big picture' view that
assumes no prior knowledge of linguistics or language education,
Essentials for Successful English Language Teaching is an
energising and fun guide for language practitioners.
Reflective Language Teaching: Practical Applications for TESOL
Teachers is an extensively revised and updated second edition of
the popular and accessible text Reflective Language Teaching: From
Research to Practice originally published in 2008. This fully
up-to-date second edition includes: - an expanded preface - updated
case studies and new cases throughout that deal with new
developments in language teaching and reflective practice - fully
updated citations - three brand new chapters, on online reflective
practice and teaching young learners, and a new final chapter on
developing a 'culture of reflection' As in the first edition, this
book outlines strategies for professional development through
reflective practice in the language classroom. Accessible and
comprehensive, the book presupposes no prior knowledge of
linguistics or language teaching, and each chapter includes
reflective discussion questions to help the reader apply the
strategies and procedures discussed.
The first year of teaching has been characterized as a type of
"reality shock" for many language teachers. This may be because the
ideals that novice teachers formed during teacher
training/education are often replaced by the reality of school life
where much of their energy has shifted to learning how to adapt and
survive in a new school culture. Although the first year of
teaching has been well documented in general education research,
not many detailed studies outlining the experiences of language
teachers in their first year of teaching have been documented in
the language education literature.This is surprising because as
some scholars have suggested, in order to establish an effective
knowledge-base for second/foreign language teacher education,
language teacher educators must have some understanding of schools
and schooling and the social and cultural contexts in which
learning how to teach takes place. The purpose of this collection
is to discuss the challenges and influences novice language
teachers face when teaching in their first years. The volume
outlines several detailed case studies of the experiences
second/foreign language teachers during their first year of
teaching in such diverse contexts as the USA, Canada, Singapore,
Cambodia, the UK, Italy, southern Europe, Hong Kong, and Japan.
This book is about how to teach English as a second language and
how second language students learn. With Communicative Language
Teaching (CLT) at its centre, it takes a practical approach to
second language teaching backed up by clearly explained theory.
Presenting eight essential principles across twelve chapters, the
book covers Learner Autonomy, Social Learning, Integrated
Curriculum, Meaning, Diversity, Thinking Skills, Alternative
Assessment and Teacher Co-learning, and shows how technology and
reflective teaching can be used to support and enhance these
essentials in the classroom. Combining theory and practice,
Essentials for Successful English Language Teaching explains how
these principles interweave and support each other within the CLT
paradigm, demonstrating why they are best implemented as a whole,
rather than one at a time. Now revised and brought fully up to
date, this new edition includes: - A brand new chapter covering
technology and cooperation in teaching practice and how they
support CLT-based activities - Vignettes for each essential
principle to consolidate theory and demonstrate best practice -
Updated real world examples, drawing on teaching experiences from
North America, Africa and Asia Taking a 'big picture' view that
assumes no prior knowledge of linguistics or language education,
Essentials for Successful English Language Teaching is an
energising and fun guide for language practitioners.
Novice Teaching English as a Second or Other Language (TESOL)
teachers are often surprised by the full range of issues their jobs
involve, and learning how to successfully address these issues
takes considerable skill and experience, built up throughout a
teaching career. This book is about such critical incidents and how
a problem-solving mindset can help. Complex issues covered in this
book are often not adequately dealt with in teacher training. This
book takes up "critical incidents" which fall into the gap between
what the teacher has learned about in their course of study and the
classroom realities they face. By directly reflecting on these
particular incidents, teachers can be empowered to continue their
own professional development. Each critical incident is based on
actual experiences shared by novice TESOL practitioners and the
book organizes these incidents in an easy-to-use, structured
manner. Within connected themes, the text presents the incident
from the teacher's point of view, provides the reader critical
background questions, offers insight into how the teacher wrestled
with the issue, and shares questions and engagement opportunities
to further engage with the topics raised. TESOL educators
frequently confront complex classroom issues due to the social,
economic, political and cultural challenges that they and their
students confront. This text offers an exciting and dynamic
approach to assist with these on the way to becoming a stronger
TESOL educator.
Novice Teaching English as a Second or Other Language (TESOL)
teachers are often surprised by the full range of issues their jobs
involve, and learning how to successfully address these issues
takes considerable skill and experience, built up throughout a
teaching career. This book is about such critical incidents and how
a problem-solving mindset can help. Complex issues covered in this
book are often not adequately dealt with in teacher training. This
book takes up "critical incidents" which fall into the gap between
what the teacher has learned about in their course of study and the
classroom realities they face. By directly reflecting on these
particular incidents, teachers can be empowered to continue their
own professional development. Each critical incident is based on
actual experiences shared by novice TESOL practitioners and the
book organizes these incidents in an easy-to-use, structured
manner. Within connected themes, the text presents the incident
from the teacher's point of view, provides the reader critical
background questions, offers insight into how the teacher wrestled
with the issue, and shares questions and engagement opportunities
to further engage with the topics raised. TESOL educators
frequently confront complex classroom issues due to the social,
economic, political and cultural challenges that they and their
students confront. This text offers an exciting and dynamic
approach to assist with these on the way to becoming a stronger
TESOL educator.
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