Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education

By R. Akbari. 2007

415 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/405b347ceaa9cdd457fb18531f65349d6c32fb25

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In Education

In Language and Linguistics

Citations in the corpus

Unifying cognition, emotion, and activity in language teacher professional development (2014, background): “Research and experience as teacher educators reminds us that reflection journals are not necessarily beneficial for all novice teachers (Akbari, 2007; Strand, 2006), nor does emotional dissonance necessarily lead to conceptual change (Kubanyiova, 2012) or change in instructional activity (Golombek…”
Reflection in teacher education: issues emerging from a review of current literature (2015, background): “dimension of reflection, often as this dimension relates to issues of power and identity in teaching contexts (Akbari, 2007; Thompson & Pascal, 2012), lamenting the absence of full development of the self and professional identity when reflection remains a one-dimensional practice.”
Postmethod Discourse and Practice (2008, background): “with ELT’s world of practice (Akbari, 2007) .”
Teachers and Change: The Role of Reflective Practice (2012, neutral): “…2003; Kemmis, 2011; Rolfe, Freshwater, & Jasper, 2001; Scanlan & Chernomas, 1997; Schon, 1991; Schuck, Gordon, & Buchanan, 2008; Wildman & Niles, 1987) and to develop further self knowledge and understanding (Abell, Bryan, & Anderson, 1998; Akbari, 2007; Boud, et al., 1985; Gay & Kirkland, 2003).”
The Routledge Handbook of English for Academic Purposes (2016, neutral): “143 A t: 02 : 52 29 D e c 2023 ; F o r : 9781315657455 , c hap t e r 22 , 10 .”
Second language teacher education: Review of recent research on practice (2010, background): “Akbari (2007), working from an Iranian perspective, provides a refreshing critique of ‘reflective practice’.”
Anniversary article: The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions (2016, background): “…one-dimensional, intellectual exercise, while overlooking the inner life of teachers where reflection can not only lead to awareness of teaching practices but also self-awareness for a more holistic view of reflection and reflective practice (Akbari, 2007; Erlandson, 2006; Thompson & Pascal, 2012).”
Reflection and reflective practice discourses in coaching: a critical analysis (2018, background): “3) that ‘hides a variety of different ideas on the nature of reflection and its implications’ (Bengtsson, 2003, p. 295). Specifically, the term reflection can be considered in different ways. Dewey (1933) offers a rationaltechnicist model of reflection that emphasizes a conscious search for solution”