"My Personal Teaching Principle Is 'Safe, Fun, and Clear'": Reflections of a TESOL Teacher

Autor/inn/en	Farrell, Thomas S. C.; Kennedy, Jessilyn
Titel	"My Personal Teaching Principle Is 'Safe, Fun, and Clear'": Reflections of a TESOL Teacher
Quelle	In: Iranian Journal of Language Teaching Research, 8 (2020) 2, S.83-96 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	English Teachers; Teacher Attitudes; Second Language Instruction; English (Second Language); Reflective Teaching; Holistic Approach; Theory Practice Relationship; Teaching Methods; Student Needs; Learner Engagement; Educational Philosophy; Educational Principles + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Holistischer Ansatz; Theorie-Praxis-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Bildungsprinzip
Abstract	Reflection and reflective practice have now become common terms used in teacher education and development programs worldwide. Reflective practice generally means that teachers subject their own beliefs and practices of teaching and learning English to speakers of other languages to a critical examination. The increase in popularity of reflective practice in the field of TESOL has also brought about an array of different definitions and approaches most of which however originate from the general education literature. Thus, Farrell (2015; 2019b) developed a holistic framework for TESOL teachers to reflect, that includes reflections on five different stages, the TESOL teachers' philosophy, principles, theory, practice, and beyond practice. This paper outlines a case study of the reflections of a TESOL teacher through the lens of this framework for reflecting on practice. Overall, the results revealed that many of Lisa's reflections in all five stages of the framework appear to be connected through two common themes: Teaching to students' needs and goals and student engagement and rapport building. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01