Reflective language teaching: from research to practice

By S. Moore. 2010

415 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/591cfdb4f5fe43d2fd59636e530530a775ece297

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. M. Lamb
2. Philip Hiver
3. Z. Dörnyei
4. Steve Walsh
5. T. Farrell
6. Tony Young
7. Karen Bennis
8. S. Borg

In Education

1. Z. Dörnyei
2. M. Lamb
3. Karen Bennis
4. S. Borg
5. Philip Hiver
6. T. Farrell
7. Steve Walsh
8. Tony Young

Citations in the corpus

• Reflecting on Reflective Practice: (Re)Visiting Dewey and Schon. (2012, background): “Yes, many language educators still agree that some form of reflection is a desirable practice among teachers; however, the agreement stops there because there is still almost no consensus as to what reflective practice is and which reflective practices actually promote teacher development (Farrell, ”
• Which English? Whose English? An investigation of ‘non-native’ teachers' beliefs about target varieties (2010, background): “In addition, research has been conducted on the effects of teachers’ beliefs on pedagogical practice (Borg, 1998, 2003; Golombek, 1998; Farrell, 2008; Ng & Farrell, 2003) and the instructional decisions teachers make in class (Tillema, 2000).”
• Exploring teacher beliefs and classroom practices through reflective practice: A case study (2015, neutral): “Nevertheless, not all language teachers are aware of their beliefs or to what extent their beliefs are reflected in their classroom practices (Farrell, 2008).”
• Evaluating the Impact of Professional Development (2018, background): “Strategies such as teacher journals are also noted in the literature (e.g. Farrell, 2007) as a way of obtaining insight into teachers’ reflective skills; these have not been used in any of the ELT PDIs I have worked on; there will be various reasons for this, such as the added demands that writing…”
• Reflecting on ESL Teacher Beliefs and Classroom Practices: A Case Study (2013, background): “However, not many language teachers are aware of their beliefs and to what extent their beliefs are reflected, or not, in their classroom practices (Farrell, 2007).”
• Surviving the transition shock in the first year of teaching through reflective practice (2016, positive): “Similar research has also backed the idea that TESOL teachers are experiencing difficulties in their first year studies (e.g., Johnson, Harrold, Cochran, Brannan, & Bleistein, 2014; Farrell, 2003, 2007, 2009, 2012; 2015).”
• The motivational dimension of language teaching (2017, background): “as in Tremblay & Gardner’s model, 1995). Recently, studies by Kormos et al. (2011) and Iwaniec (2013) in Chile and Poland respectively have suggested close links between the Ideal L2 self and self-efficacy beliefs i.”
• Language Teacher Immunity: A Double-Edged Sword (2015, background): “…it can produce a body of professionals who are adaptive to changes in the face of the rapid development of knowledge and society (Freeman 2002; Farrell 2008); whether it can retain teachers who are enthusiastic and committed; and whether, against the odds, language teachers can function at…”
• Novice-Service Language Teacher Development: Bridging the Gap Between Preservice and In-Service Education and Development (2012, background): “…& Isenberg, 1995; Johnson & Golombek, 2002; Xu & Connelly, 2009), critical incidents (Farrell, 2008a, 2009; Shin, this issue), case studies (e.g., Farrell 2006a, 2007a; Mann & Tang, this issue; Xu, this issue), teacher metaphors (e.g., Farrell, 2006b, 2007a; Mann, 2008; Warford & Reeves, 2003),…”