Home » Promoting Teacher Reflection in Second Language Education
Product Image

Promoting Teacher Reflection in Second Language Education

Thomas S. C. Farrell
€210.80
Quantity:
In stock with our UK publisher. 14-28 days
Delivery/Collection within 10-20 working days
14 days return policy Shipping & Delivery
A01=Thomas S. C. Farrell
Action Research Projects
AR Project
Author_Thomas S. C. Farrell
Brook Field
Career Critical Incident
Category=CFDM
Category=JNMT
Category=JNU
Chapter Refl Ections
Classroom Observations
classroom practice analysis
Communicative Language Approaches
Conduct Action Research Projects
Critical Incidents
EFL professional development
EFL Student
EFL teachers
eq_bestseller
eq_dictionaries-language-reference
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
ESL
ESL Teacher
ESL/EFL professional development
ESL/EFL teachers
ESLEFL professional development
ESLEFL teachers
instructional self-assessment
Jet Program
language teacher development
Low Affective States
Macro Metaphors
pedagogical reflection strategies
Professional Development
professional learning cycles
Refl Ective Moment
Refl Ective Observation
Refl Ective Tool
reflective framework for language educators
reflective practice
Reflective Practice Framework
reflective teaching
Systematic Refl Ections
Tally Sheet
teacher beliefs
teacher cognition research
Teacher Maxims
teacher practices
teacher reflection
TESOL
TESOL Professional
TESOL Teacher
Thomas S. C. Farrell

Product details

  • ISBN 9781138025035
  • Weight: 340g
  • Dimensions: 152 x 229mm
  • Publication Date: 16 Dec 2014
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
Secure checkout Fast Shipping Easy returns
Description

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.

About Thomas S. C. Farrell

Thomas S. C. Farrell is Professor, Department of Applied Linguistics, Brock University, Canada.

More from this author