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020 _a9789819726851
_9978-981-97-2685-1
024 7 _a10.1007/978-981-97-2685-1
_2doi
050 4 _aP51-59.4
072 7 _aCJ
_2bicssc
072 7 _aEDU029080
_2bisacsh
072 7 _aCJ
_2thema
245 1 0 _aDeveloping Reflective TESOL Practitioners Through Teacher Education
_h[electronic resource] :
_bInsights From Asia /
_cedited by Andrzej Cirocki, Mark Wyatt, Xuesong (Andy) Gao.
250 _a1st ed. 2024.
264 1 _aSingapore :
_bSpringer Nature Singapore :
_bImprint: Springer,
_c2024.
300 _aXIII, 385 p. 41 illus., 4 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSpringer Texts in Education,
_x2366-7680
505 0 _aChapter 1. Reflective Practice in TESOL: An Introduction -- Part I. Developing Reflective Tesol Practitioners Through Undergraduate Teacher Education Programmes -- Chapter 2. Preparing Reflective ELT Practitioners through Teacher Education: Insights from India -- Chapter 3. Nurturing EFL Pre-service Teachers in Indonesia to Become Reflective Practitioners -- Chapter 4. Engaging Pre-Service Teachers in Critical Reflective Practice in a Private Higher Education Institution in Lebanon -- Chapter 5. A Case Study of a Malaysian Teacher Training Institution’s Reflective Practice -- Chapter 6. Becoming Reflective ELT Practitioners: Insights and Foresights from the University of Southeastern Philippines -- Chapter 7. How Reflective Practice on Academic Content Feeds into Professional Practice: A Case Study from Sri Lanka -- Chapter 8. Let’s Look Back at What I Did: Promoting Reflective Practice in ELT in Thailand -- Chapter 9. A New ELT Programme and Teaching Practicum in Türkiye: A Space for Promoting Reflective Practice -- Part II. Developing Reflective Tesol Practitioners Through Postgraduate Teacher Education Programmes -- Chapter 10. Educating through Reflective Practice: English Teacher Training in Armenia -- Chapter 11. More Embedded than Explicit: Promoting Reflection on an MA TESOL Programme in China -- Chapter 12. Teachers as Continuously Developing Learners: Reflective Practice in the Graduate Schools of Teacher Education in Japan -- Chapter 13. The Development of a Reflective Language Teacher in Russia: From an Apprenticeship to a Dialogic Partnership -- Chapter 14. Examining Reflective Practice in the Syrian EFL Postgraduate Context -- Chapter 15. Beyond the Methodology Course: A Vietnamese Case of Methodology-and-Reflection Integrated Course for EFL In-Service Teachers -- Part III. Epilogue -- Chapter 16. Reflective Practice in TESOL: Concluding Reflections.
520 _aThis textbook provides insights from Asian contexts into how reflective practice is nurtured in Teaching English to Speakers of Other Languages (TESOL) and English Language Teaching (ELT) teacher education programmes. There is increasing recognition worldwide that, given the centrality of reflective practice to teachers’ ongoing professional development, supporting teachers to become reflective practitioners should be integral to teacher education programmes. Consequently, tertiary and master’s level courses in areas such as TESOL and ELT tend to promote reflective practice, supported by theoretical input from the burgeoning literature on reflection, much of which is produced in the West. Relatively under-represented in the literature are global perspectives on reflective practice; there are consequently relatively few accounts as to how reflective practice is embedded in teacher education programmes in different parts of the world, including Asia. Contributing authors from fourteen countries provide insights into the ways in which teachers are helped to grow as reflective practitioners on their teacher education programmes in their unique contexts. This textbook showcases how reflective teaching practices are developed, supported by frameworks for critical reflection and in interaction with local educational policies. These distinctive accounts aid readers in reflecting on the ways in which reflective practice is supported in their own teacher education contexts and in considering ways of enhancing the reflective dimension of their programmes. This textbook showcases innovative reflective activities and can be used as a principal text or as supplemental reading in a range of TESOL and ELT teacher education courses.
650 0 _aLanguage and languages
_xStudy and teaching.
_959962
650 0 _aTeachers
_xTraining of.
_958400
650 1 4 _aLanguage Education.
_970729
650 2 4 _aTeaching and Teacher Education.
650 2 4 _aLanguage Teaching and Learning.
_971501
700 1 _aCirocki, Andrzej.
_eeditor.
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_1https://orcid.org/0000-0003-0442-5092
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700 1 _aWyatt, Mark.
_eeditor.
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_4http://id.loc.gov/vocabulary/relators/edt
_979470
700 1 _aGao, Xuesong (Andy).
_eeditor.
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_1https://orcid.org/0000-0002-3426-8721
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_979471
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9789819726844
776 0 8 _iPrinted edition:
_z9789819726868
830 0 _aSpringer Texts in Education,
_x2366-7680
_974668
856 4 0 _uhttps://doi.org/10.1007/978-981-97-2685-1
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