Reflective Practice in Language Teaching
DOI:
https://doi.org/10.55640/eijp-06-04-38Keywords:
Language teaching, reflective teaching, reflective inquiryAbstract
This thesis explores reflective practice in language education and proposes a paradigm for a more comprehensive approach to teacher reflection and practice. The article provides a brief overview of reflective practice and its implementation by John Dewey and Donald Schön, as well as limitations to their ideas. This research provides an overview of how the author applied Dewey and Schön's concepts to create ACT model of reflective practice for language teachers. This thesis highlights the significance of emotions in reflective practice for language teachers and suggests ways to advance it.
References
Bartlett, L. (1990). Teacher development through reflective teaching. In J. C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 202–214). Cambridge University Press.
Brookfield, S. D. (1995). Becoming a critically reflective teacher. Jossey-Bass.
Crookes, G. (2013). Critical ELT in action: Foundations, promises, praxis. Routledge.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. D.C. Heath and Company.
Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. Routledge.
Freeman, D. (2016). Educating second language teachers. Oxford University Press.
Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33–49. https://doi.org/10.1016/0742-051X(94)00012-U
Jonibekova Mehriniso Umarbek qizi. (2025). REFLECTIVE ACTIVITIES, REFLECTIVE QUESTIONS, SELF-QUESTIONING AND MANAGING PROFESSIONALLY SITUATED PRACTICE. Next Scientists Conferences, 1(01), 280–284. Retrieved from https://nextscientists.com/index.php/science-conf/article/view/915
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. Yale University Press.
Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33–43. https://doi.org/10.1177/0022487102053001004
Lytle, S. L., & Cochran-Smith, M. (1992). Teacher research as a way of knowing. Harvard Educational Review, 62(4), 447–474.
Mamatkulova N. (2024). Cream Strategy and Its Crucial Role In Foreign Language Learning. Jurnal ISO: Jurnal Ilmu Sosial, Politik dan Humaniora. 4. 10.53697/iso.v4i2.2166.
Mann, S., & Walsh, S. (2017). Reflective practice in English language teaching: Research-based principles and practices. Routledge.
Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge University Press.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Smyth, J. (1992). Teachers’ work and the politics of reflection. American Educational Research Journal, 29(2), 267–300.
1Tabachnick, B. R., & Zeichner, K. M. (2002). Reflective teaching and the social conditions of schooling. Routledge.
Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education, 72(1), 67–88.
Walsh, S., & Mann, S. (2015). Doing reflective practice: A data-led way forward. ELT Journal, 69(4), 351–362. https://doi.org/10.1093/elt/ccv018
Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge University Press.
Zwozdiak-Myers, P. (2012). The teacher’s reflective practice handbook: Becoming an extended professional through capturing evidence-informed practice. Routledge.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Jonibekova Mehriniso Umarbek qizi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Individual articles are published Open Access under the Creative Commons Licence: CC-BY 4.0.
