Exploring teacher beliefs and classroom practices through reflective practice: A case study

By T. Farrell, J. Ives. 2015

233 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/89babba7a53dd6d57691166964b71caed055e2b1

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. Magdalena Kubanyiova
2. T. Farrell
3. Anne Feryok

In Education

1. Magdalena Kubanyiova
2. T. Farrell
3. Anne Feryok
4. Zhengdong Gan

In Language and Linguistics

1. Magdalena Kubanyiova
2. Anne Feryok
3. T. Farrell
4. Graham Crookes
5. S. Borg
6. D. Freeman
7. Zhengdong Gan

Citations in the corpus

• Professional development through reflective practice for English-medium instruction (EMI) teachers (2020, background): “When EMI teachers are given a chance to articulate their beliefs about teaching and learning, and reflect on the source of these beliefs, they can then begin to (re)evaluate their appropriateness related to their particular context (Farrell and Bennis 2013; Farrell and Ives 2015).”
• Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance (2015, background): “…that a match between stated beliefs and practices is desirable and should therefore be facilitated, for example, through reflective practice (Farrell & Ives, 2015), and thus one of the aims of language teacher cognition research has been to shed light on the reasons why this is not the case…”