This edited book has been compiled in honor of Thomas S.C. Farrell, one of the most distinguished scholars in theorizing and researching language teacher reflection. It examines teacher reflection in three main areas: policies, practices and the impact of teacher reflection on teachers' practices and professional development. The data-driven chapters shed light on concerns and challenges experienced by teachers in diverse international contexts and institutions, and discuss the practical implications of their findings across a variety of policy settings. The book addresses aspects of reflective practice including macro and micro policies and constraints, as well as opportunities in the engagement of reflective practice. In addition, it explores teachers' identity, cognition, emotion and motivation, areas which are relevant but often not discussed in the literature on reflective practice.

Explores practitioners' and researchers' reflective practice in more diverse contexts than previous studies

About the Author

Zia Tajeddin is Professor of Applied Linguistics at Tarbiat Modares University, Iran. He co-edits two journals: Applied Pragmatics (John Benjamins) and Second Language Teacher Education (Equinox). He is co-editor of the Springer book series Studies in Language Teacher Education. His recently published books include Lessons from Good Language Teachers (Cambridge University Press, 2020) and Pragmatics Pedagogy in English as an International Language (Routledge, 2021).

Atsuko Watanabe is Professor in the Department of English Language and Literature at Bunkyo University, Japan. Her publications include Reflective Practice as Professional Development: Experiences of Teachers of English in Japan (Multilingual Matters, 2017). Her research interests include reflective practice, researcher reflexivity and qualitative interview methods.

Reviews
In this timely volume, key scholars in the field of reflective practice in TESOL take stock of over 20 years of research and provide new accounts of 'doing reflection', many based on empirical data. The result is a collection bursting with theoretical perspectives, fresh ideas, and new approaches. A must for any practitioner or academic with an interest in this important field. * Fiona Copland, University of Warwick, UK *
Tajeddin and Watanabe's excellent volume recognises the contribution over several decades of Thomas S.C. Farrell's work. It points the study of reflective practice and associated approaches on teacher reflection in important new directions, encompassing not only theoretical and practical concepts, but also new empirical research. It creates a timely and significant resource not only for researchers but also for policymakers, teacher educators and teachers. * Anne Burns, Curtin University and University of New South Wales, Australia *
This edited collection offers a comprehensive and detailed review of the current trends, policies and practices which inform reflective practice. The editors and contributors adopt a critical, data-led approach, using evidence from a wide range of contexts. The volume is written and presented in a highly accessible style which will give it huge appeal to researchers, teacher educators and students. * Steve Walsh, Newcastle University, UK *

Foregrounding recent stories and histories of language teacher reflection from diverse education contexts, this edited volume opens up new thought-provoking opportunities for student language teachers and teacher educators to shape and craft their reflective behaviour and propounds appealing suggestions for future research.

* Omid Mazandarani, Islamic Azad University, Iran, ELT Journal 2024 *



Book Information
ISBN 9781788921008
Author Zia Tajeddin
Format Paperback
Page Count 304
Imprint Multilingual Matters
Publisher Multilingual Matters
Weight(grams) 410g
Dimensions(mm) 234mm * 156mm * 16mm