10. Reflecting on Theory

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 and Development. He is series editor for the Language Teacher Research series (Asia, Americas, Africa, Australia/New Zealand, Europe, and the Middle East) for TESOL, USA. His recent books are Succeeding with English Language Learners: A guide for beginning teachers (2006, Corwin Press, Sage); What successful literacy teachers do: 70 Research-Based Strategies for Teachers, Reading Coaches, and Instructional Planners (2007, co-authored with Neal Glasgow, Corwin Press, Sage Publications); and Reflective Language Teaching: From Research to Practice (2008, Continuum Press).


This chapter outlines and discusses the topics related to theory that the novice ESL teacher reflected on during his third year. When teachers reflect on theory they explore how they plan their lessons and what influence this planning. This chapter reports on the details related to lesson planning that the novice teacher reflected on during his third year such as his approaches and methods or the how, what, when, where and even why of methodology and curriculum, and who his learners are and includes how he set up class rules and procedures.

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Farrell, Thomas . 10. Reflecting on Theory. 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=31252. Date accessed: 17 Jun 2019 doi: 10.1558/equinox.31252. Oct 2020

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