Reflective Practice and Novice Teachers

Surviving the Induction Years of Language Teaching - The Importance of Reflective Practice - Thomas S. C. Farrell

Thomas S. C. Farrell [+-]
Brock University
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Thomas S.C. Farrell is Professor of Applied Linguistics at Brock University, Canada. His professional interests include Reflective Practice, and Language Teacher Education & Development. He has published widely and has presented at major conferences worldwide on these topics. His webpage is: www.reflectiveinquiry.ca

Description

This chapter outlines and discusses the concept of reflective practice and why it is important for novice teachers professional development and ultimate survival during their first years. After defining reflective practice, the chapter briefly outlines my recently developed framework for reflecting on practice because I used this framework as tool for the novice teacher to reflect in both years (Farrell, 2015). The framework has five stages or levels: philosophy: the teacher behind the practice or issues related to life history and teacher identity development; principles: Assumptions, values, beliefs about teaching and learning; theory: How we plan and theorize practice: Lesson planning; practice: What teachers actually do in class and beyond practice or the moral implications of what we do inside and outside the classroom. I used the framework deductive (starting with philosophy and moving to principles, then theory and into practice and beyond) because the teacher is a novice.

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Citation

Farrell, Thomas . Reflective Practice and Novice Teachers. Surviving the Induction Years of Language Teaching - The Importance of Reflective Practice. Equinox eBooks Publishing, United Kingdom. Oct 2020. ISBN 9781781795521. https://www.equinoxpub.com/home/view-chapter/?id=31244. Date accessed: 21 Sep 2019 doi: 10.1558/equinox.31244. Oct 2020

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