Reflective Practice to Guide Teacher Learning: A Practitioner’s Journey with Beginner Adult English Language Learners
Reflective practice in TESOL is widely used in pre-service and in-service teacher education contexts and is regarded as beneficial for ongoing professional learning. While models of reflective language teaching vary, they all aim to improve classroom outcomes for teachers and students. A holistic...
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| Format: | Article |
| Language: | English |
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Urmia University
2019-10-01
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| Series: | Iranian Journal of Language Teaching Research |
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| Online Access: | http://ijltr.urmia.ac.ir/article_120735_385d88f88876816673d6ed52a53d300d.pdf |
| _version_ | 1818355378853773312 |
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| author | Skye A. Playsted |
| author_facet | Skye A. Playsted |
| author_sort | Skye A. Playsted |
| collection | DOAJ |
| description | Reflective practice in TESOL is widely used in pre-service and in-service teacher education contexts
and is regarded as beneficial for ongoing professional learning. While models of reflective language
teaching vary, they all aim to improve classroom outcomes for teachers and students. A holistic
approach to reflective practice includes teachers’ beliefs, philosophies and the interaction of their
teaching practices with moral and social issues outside the classroom as part of the self-reflective
teaching process (Farrell, 2015; Larrivee, 2000). Reflecting on the teaching journey in this way can
help teachers make sense of how individual beliefs about teaching interact with professional
experiences, and how these interactions inform decisions in the classroom. The aim of this narrative
paper is to describe the developmental process I went through during my first year as a teacher of
beginner, refugee-background students in an adult migrant English language teaching program in
Australia. Self-reflective data primarily sourced from teaching journals kept during my first year of
teaching were analysed using Farrell’s (2015) Framework for Reflecting on Practice. Following a brief
introduction of the framework, its application to this current study is discussed. Findings highlight the
important roles philosophy, theory, critical reflection and mentors played in my pedagogical decisionmaking and overall learning processes. The paper concludes with a discussion about implications for
ESOL teachers, graduate students and educators in TESOL teacher education programs. |
| first_indexed | 2024-12-13T19:40:22Z |
| format | Article |
| id | doaj.art-1bd079595a664829bee4b34049049b38 |
| institution | Directory Open Access Journal |
| issn | 2322-1291 2322-1291 |
| language | English |
| last_indexed | 2024-12-13T19:40:22Z |
| publishDate | 2019-10-01 |
| publisher | Urmia University |
| record_format | Article |
| series | Iranian Journal of Language Teaching Research |
| spelling | doaj.art-1bd079595a664829bee4b34049049b382022-12-21T23:33:42ZengUrmia UniversityIranian Journal of Language Teaching Research2322-12912322-12912019-10-01733752Reflective Practice to Guide Teacher Learning: A Practitioner’s Journey with Beginner Adult English Language LearnersSkye A. Playsted0University of WollongongReflective practice in TESOL is widely used in pre-service and in-service teacher education contexts and is regarded as beneficial for ongoing professional learning. While models of reflective language teaching vary, they all aim to improve classroom outcomes for teachers and students. A holistic approach to reflective practice includes teachers’ beliefs, philosophies and the interaction of their teaching practices with moral and social issues outside the classroom as part of the self-reflective teaching process (Farrell, 2015; Larrivee, 2000). Reflecting on the teaching journey in this way can help teachers make sense of how individual beliefs about teaching interact with professional experiences, and how these interactions inform decisions in the classroom. The aim of this narrative paper is to describe the developmental process I went through during my first year as a teacher of beginner, refugee-background students in an adult migrant English language teaching program in Australia. Self-reflective data primarily sourced from teaching journals kept during my first year of teaching were analysed using Farrell’s (2015) Framework for Reflecting on Practice. Following a brief introduction of the framework, its application to this current study is discussed. Findings highlight the important roles philosophy, theory, critical reflection and mentors played in my pedagogical decisionmaking and overall learning processes. The paper concludes with a discussion about implications for ESOL teachers, graduate students and educators in TESOL teacher education programs.http://ijltr.urmia.ac.ir/article_120735_385d88f88876816673d6ed52a53d300d.pdfreflective practiceTESOLteacher learningSLIFEAMEP |
| spellingShingle | Skye A. Playsted Reflective Practice to Guide Teacher Learning: A Practitioner’s Journey with Beginner Adult English Language Learners Iranian Journal of Language Teaching Research reflective practice TESOL teacher learning SLIFE AMEP |
| title | Reflective Practice to Guide Teacher Learning: A Practitioner’s Journey with Beginner Adult English Language Learners |
| title_full | Reflective Practice to Guide Teacher Learning: A Practitioner’s Journey with Beginner Adult English Language Learners |
| title_fullStr | Reflective Practice to Guide Teacher Learning: A Practitioner’s Journey with Beginner Adult English Language Learners |
| title_full_unstemmed | Reflective Practice to Guide Teacher Learning: A Practitioner’s Journey with Beginner Adult English Language Learners |
| title_short | Reflective Practice to Guide Teacher Learning: A Practitioner’s Journey with Beginner Adult English Language Learners |
| title_sort | reflective practice to guide teacher learning a practitioner s journey with beginner adult english language learners |
| topic | reflective practice TESOL teacher learning SLIFE AMEP |
| url | http://ijltr.urmia.ac.ir/article_120735_385d88f88876816673d6ed52a53d300d.pdf |
| work_keys_str_mv | AT skyeaplaysted reflectivepracticetoguideteacherlearningapractitionersjourneywithbeginneradultenglishlanguagelearners |