Publisher's Synopsis
The book challenges the assumption that "reflection on practice" is something done from outside or after the event, and that it is mostly carried out by specialists. The contributors, most of whom are teachers, report on their own reflections on a wide range of topics and on the effect this process has had on their professional development.;Different modes of reflection used include: evaluations written immediately after a lesson; diary keeping, either individually or jointly; video action replay; peer observation; the use of an observation schedule; micro-teaching. Subjects chosen for reflection include: language interaction in the classroom; oral techniques; the proportion of target language and English used in the classroom; implicit and explicit grammar teaching.;The final chapter suggests ways of getting started and provides guidelines on how to develop a theoretical framework for action research and combine this with the practical steps to be taken.;The experiences of individual teachers provide some answers to questions such as: What should be reflected on? How should the reflection be conducted? What implications does the process of reflection have? How can reflective teaching best be encouraged? What outcomes can be expected?
