Professional Development through Reflective Practice: A Framework for TESOL Teachers

Autor/inn/en	Farrell, Thomas S. C.; Macapinlac, Melanie
Titel	Professional Development through Reflective Practice: A Framework for TESOL Teachers
Quelle	In: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 24 (2021) 1, S.1-25 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1481-868X
Schlagwörter	Professional Development; Reflective Teaching; Teacher Effectiveness; Educational Principles; Teacher Role; Role Perception; Self Concept; Academic Achievement; Theory Practice Relationship; Beginning Teachers; Women Faculty; English (Second Language); Language Teachers; Foreign Workers; Early Childhood Teachers; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsprinzip; Lehrerrolle; Role conception; Rollenverständnis; Selbstkonzept; Schulleistung; Theorie-Praxis-Beziehung; Junior teacher; Junglehrer; Frauenakademie; Weibliche Gelehrte; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Ausland; Korea; Republik
Abstract	This paper outlines a case study of the reflections of two novice teaching English to speakers of other languages (TESOL) teachers in South Korea through the lens of a framework for reflecting on practice that included reflections on the teachers' philosophy, principles, theory, practice, and beyond practice. Overall, the results revealed that connections between their reflections on the hidden aspects of teaching (philosophy, principles, and theory) for both teachers remained consistent with what was observed in their practices, and the connections that emerged between their reflections were grouped into two main categories: the acknowledgement of teacher roles, and the importance of their students' success. (As Provided).
Anmerkungen	Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: http://www.aclacaal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01