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Zia Tajeddin, Atsuko Watanabe - Teacher Reflection, Häftad

Häftad, Engelska, 2022

Del 111 i serien New Perspectives on Language and Education

Teacher Reflection

Policies, Practices and Impacts

Av Zia Tajeddin, Atsuko Watanabe

729 kr

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Beskrivning
This edited book has been compiled in honor of Thomas S.C. Farrell, one of the most distinguished scholars in theorizing and researching language teacher reflection. It examines teacher reflection in three main areas: policies, practices and the impact of teacher reflection on teachers’ practices and professional development. The data-driven chapters shed light on concerns and challenges experienced by teachers in diverse international contexts and institutions, and discuss the practical implications of their findings across a variety of policy settings. The book addresses aspects of reflective practice including macro and micro policies and constraints, as well as opportunities in the engagement of reflective practice. In addition, it explores teachers’ identity, cognition, emotion and motivation, areas which are relevant but often not discussed in the literature on reflective practice.
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Zia Tajeddin is Professor of Applied Linguistics at Tarbiat Modares University, Iran. He co-edits two journals: Applied Pragmatics (John Benjamins) and Second Language Teacher Education (Equinox). He is co-editor of the Springer book series Studies in Language Teacher Education. His recently published books include Lessons from Good Language Teachers (Cambridge University Press, 2020) and Pragmatics Pedagogy in English as an International Language (Routledge, 2021).Atsuko Watanabe is Professor in the Department of English Language and Literature at Bunkyo University, Japan. Her publications include Reflective Practice as Professional Development: Experiences of Teachers of English in Japan (Multilingual Matters, 2017). Her research interests include reflective practice, researcher reflexivity and qualitative interview methods.

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In this timely volume, key scholars in the field of reflective practice in TESOL take stock of over 20 years of research and provide new accounts of ‘doing reflection’, many based on empirical data. The result is a collection bursting with theoretical perspectives, fresh ideas, and new approaches. A must for any practitioner or academic with an interest in this important field.

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