Exploring the professional role identities of experienced ESL teachers through reflective practice

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Exploring teacher beliefs and classroom practices through reflective practice: A case study (2015, background): “Therefore, it is hoped that this study will act as a catalyst for encouraging English language teachers to reflect upon their work because there is a need to articulate tacitly held beliefs so that teachers become more aware and have a better understanding of how their beliefs affect classroom pract”
Professional development through reflective practice for English-medium instruction (EMI) teachers (2020, background): “EMI Teachers have a variety of ways of collecting data about their teaching while engaged in classroom observations such as the use of category instruments and/or audio and video recordings of lessons (Farrell 2011b).”
Teacher Emotion, Emotional Labor and Teacher Identity (2014, background): “Consideration of language teacher identity for both novice teachers and experienced teachers is important in professional development since their identities are fundamental to the beliefs, assumptions, values, and practices (Farrell, 2011), which will be also crucially taken into the preservice teac”