ERIC Number: EJ815739
Record Type: Journal
Publication Date: 2006
Abstractor: As Provided
Reference Count: 0
Reflective Practice in Action: A Case Study of a Writing Teacher's Reflection on Practice
Farrell, Thomas S. C.
TESL Canada Journal, v23 n2 p77-90 Spr 2006
Reflective practice, a popular item in current second-language teacher education and development programs, can help bridge the gap between a teacher's beliefs and classroom practices. This article outlines a case study, highlighting how one teacher of academic writing initiated the exploration of her teaching and how she used classroom observations and oral recall to help her reflect on her practice. Specifically, the exploration sought to outline the teacher's beliefs about, and classroom practices in, teaching academic writing. It is suggested that oral recall and classroom observations may be effective methods for helping language teachers discover the relationship between their beliefs and classroom practices.
Descriptors: Reflective Teaching, English (Second Language), Writing Teachers, Case Studies, Academic Discourse, Writing Instruction, Teacher Attitudes, Teaching Methods
TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: email@example.com; Web site: http://www.tesl.ca
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A