Teacher Reflection: Policies, Practices and Impacts

• Omid Mazandarani ^[1]
  1. [1] Islamic Azad University

     Islamic Azad University

     Irán

     
• Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 78, Nº 1, 2024, págs. 101-103
• Idioma: inglés

• Es reseña de:

  • Teacher Reflection: Policies, Practices and Impacts

    Zia Tajeddin (ed. lit.), Atsuko Watanabe (ed. lit.)

    Multilingual Matters, 2022

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• Resumen

  • Quality teaching has long been high on the agenda in educational research. In their incessant quest for betterment of teaching and educational effectiveness, researchers in unison with policymakers and practitioners have exhaustively investigated the teacher as a key player and trailblazer in the education enterprise, and educational research has witnessed a surge of research on teacher education, professional development, and appraisal. Nonetheless, teacher education research is more nested within the umbrella domain of general mainstream teacher education (Mazandarani 2022), leaving language teacher education in a state of flux. Similarly, research on language teacher reflection and reflective practice has gained much of its reputation from general teacher education research, which per se owes its advancement, if not its very origin, to the works of John Dewey and Donald Schön in the first and second halves of the twentieth century, respectively. Although several scholars and researchers have contributed to reflective practice research in the field of second/foreign language (L2) teacher education (e.g., Akbari 2007; Farrell 2016), this line of enquiry has the potential for further research. As a consequence, any endeavour to bring to light the nature and state of the art of language teacher reflection and reflective practice tends to be unequivocally worthwhile. With this end in view, the book under review is no exception, as it aptly bridges the lacuna with a range of empirical research studies. Recognising the contributions of Thomas S.C. Farrell for the advancement of knowledge in the field and celebrating his work, this volume is a timely anthology responding to the growing uncertainties germane to language teacher reflection, with a particular focus on policies and practices, coupled with the ensuing impact exerted on teachers’ professional development