Titlebook: Reflective Practice in ESL Teacher Development Groups; From Practices to Pr Thomas S. C. Farrell Book 2013 Palgrave Macmillan, a division o

災(zāi)難

Sigmoidoscopy

Professional Development,rofessional development comes from below in that teachers are consulted and many times decide how and what they want to develop (Richards and Farrell, 2005). This bottom-up approach sees teachers are voluntary attendees and engage in professional development because they want to reflect on their pra

condone

Reflective Practice,ers to take more responsibility for their actions. It is especially important for experienced teachers to be able to give accounts about their existing beliefs, assumptions, values, and knowledge concerning their work so that they can be acknowledged as professionals similar to other fields such a m

Diastole

Reflection through Discussion,te dialogue, sharing, and collaboration and the exchange of resources, information, and expertise while also offering “hope to others wishing to break out of the shells of isolation separating teachers from their colleagues as well as from teacher educators” (Oprandy, Golden, and Shiomi, 1999: 152).

增強(qiáng)

Reflection through Writing,s existence. They agreed at the beginning that they could write about anything, whenever they wanted, but they also agreed to write at least one entry after an “event” was experienced; an “event” was to include a class observation and/or discussion, and a group meeting. All three teachers wrote many

敘述

MELON

運(yùn)動(dòng)的我

Reflection on Critical Incidents,, teachers can make better sense of seemingly random experiences because they hold the inside knowledge, especially personal intuitive knowledge, expertise, and experience that is based on their accumulated years as language educators teaching in schools and classrooms. These self-reflective stories

IVORY

Resisting Plateauing through Teacher Reflection Groups,s a real possibility for some teachers, it also may be that these teachers have reached that plateau where they cannot see their future as language teachers and note as one of the teachers in the teacher reflection group reported at the beginning of their period of reflection: “gone a little stale.”