scholarly journals Professional Development Through Reflective Practice: A Framework for TESOL Teachers

2021 ◽  
Vol 24 (1) ◽  
pp. 1-25
Author(s):  
Thomas S.C. Farrell ◽  
Melanie Macapinlac
Keyword(s):  
Professional Development ◽  
South Korea ◽  
Reflective Practice ◽  
Teacher Roles ◽  
Teaching Philosophy ◽  
Teaching English ◽  
Speakers Of Other Languages ◽  
Students Success

This paper outlines a case study of the reflections of two novice teaching English to speakers of other languages (TESOL) teachers in South Korea through the lens of a framework for reflecting on practice that included reflections on the teachers’ philosophy, principles, theory, practice, and beyond practice. Overall, the results revealed that connections between their reflections on the hidden aspects of teaching (philosophy, principles, and theory) for both teachers remained consistent with what was observed in their practices, and the connections that emerged between their reflections were grouped into two main categories: the acknowledgement of teacher roles, and the importance of their students’ success.

Improving the Focus of English Learner Professional Development for In-Service Teachers

2018 ◽  
Vol 102 (3) ◽  
pp. 228-263
Author(s):  
Janet E. Hiatt ◽  
Shelley B. Fairbairn
Keyword(s):  
Professional Development ◽  
English Learner ◽  
Teaching English ◽  
Specific Content ◽  
Teaching Standards ◽  
Data Collection And Analysis ◽  
Professional Development For Teachers ◽  
Perceived Preparedness ◽  
Speakers Of Other Languages ◽  
Professional Teaching

To improve the focus of English Learner (EL), professional development for in-service teachers who may have experienced gaps in prior preparation for serving ELs, this two-part study begins with detailed survey-based data collection and analysis of teachers’ perceived preparedness to serve ELs. The data highlights specific priorities for EL-focused professional development grounded in the Teaching English to Speakers of Other Languages ( TESOL) P-12 Professional Teaching Standards in the domains of language, culture, instruction, assessment, and professionalism. Based on those survey findings, the article shares recommendations for specific content to be included in EL-focused professional development for teachers who reported feeling underprepared to serve ELs. Finally, this study provides specific recommendations for school leaders in relationship to the study.

scholarly journals Facilitating reflective practice: developing built environment educators’ capacity for teaching and learning

2020 ◽  
Vol 20 (3) ◽  
Author(s):  
Gesa Ruge ◽  
Lara Mackintosh
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Built Environment ◽  
Reflective Practice ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Professional Staff ◽  
Teaching Staff ◽  
International Studies ◽  
Teaching Philosophy

The international literature on higher education emphasises the importance for academics and professional staff to develop their disciplinary teaching and learning practice. Teaching staff in built environment degree programs tend to focus on ‘what’ subject content is taught and less on ‘how to’ improve and innovate teaching and learning contexts and students’ skills development. To investigate these trends, this research reviewed the higher education literature and relevant international studies on strategies to enhance quality teaching and student learning. Findings highlight that reflective practice and engaging in a personal teaching philosophy and teaching profile provide an important link for individual professional development and basis for improving teaching and learning. The objective of this study was to apply findings from the literature in facilitating professional learning workshops, with a pedagogy for collaborative reflective practice and the development of a teaching philosophy. This research reports on the first stage of professional development for staff in built environment programs to establish a teaching profile through reflection on their personal and discipline specific pedagogies. Initial findings highlight the positive impact of reflection and collegial conversations about learning and teaching, as well as future opportunities for individual and discipline based capacity building for improving educational practice.

scholarly journals Students’ reflections in teaching practicum: A case study of EFL pre-service teachers

2020 ◽  
Vol 10 (2) ◽  
pp. 268-289
Author(s):  
Dwi Riyanti
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Teacher Candidates ◽  
Journal Writing ◽  
Qualitative Case Study ◽  
Good Practice ◽  
Teaching Practicum ◽  
Emerging Themes ◽  
Teachers Professional Development

The importance of reflection in enhancing teachers’ professional development has been widely acknowledged. Yet, little is known about how EFL pre-service teachers do reflection and how they perceive reflective practice as one of the tools to improve their professional development. The current study attempts to address this gap by investigating how EFL pre-service teachers reflect on their teaching performances and perceive their reflective practices. Employing a qualitative case study, the study involved six teacher candidates who were taking microteaching. The data were gathered from an open-ended questionnaire made by the author, journal writing, participants' analysis on the videos of their teaching performances, and an interview with each participant. To triangulate the data, classroom observations and document analysis were also conducted. The obtained data were analyzed thematically based on emerging themes. The findings show that the participants did reflections in different stages of their teaching performances, reflecting on the surface level. In terms of how they view a reflection, the research participants perceive a reflection as a good practice because it gives them opportunities to look back and scrutinize what they did during their teaching practicum.

scholarly journals The Construction of the Curriculum System of Teaching Chinese to Speakers of Other Languages for Undergraduate Students—A Case Study on Zhejiang Province

2020 ◽  
Vol 10 (7) ◽  
pp. 803
Author(s):  
Yong Wu
Keyword(s):  
Professional Development ◽  
Undergraduate Students ◽  
School Administrators ◽  
Rapid Development ◽  
Undergraduate Curriculum ◽  
Chinese Economy ◽  
Zhejiang Province ◽  
Speakers Of Other Languages ◽  
Teaching Chinese

With the rapid development of the Chinese economy, people are becoming interested in learning Chinese. Courses on teaching Chinese to speakers of other languages (TCSOL) have been gaining attention. However, given that TCSOL is new area of study, problems have emerged, such as conflicting perspectives in the curriculum for undergraduate students. To strengthen the construction of the undergraduate curriculum of the TCSOL system and to properly train TCSOL learners, 448 participants were invited to fill out a questionnaire and 40 TCSOL teachers and undergraduate students in Zhejiang Province were interviewed. By investigating and analyzing the current landscape of professional development, the four major problems in the construction of the professional curriculum system are discussed. Suggestions for the faculty and school administrators are also proposed.

scholarly journals The Jewel in the Crown: a Case Study of the New Zealand College of Midwives Standards Review Process in Wellington

2021 ◽  
Author(s):  
◽  
Joan Skinner
Keyword(s):  
Professional Development ◽  
Quality Assurance ◽  
New Zealand ◽  
Reflective Practice ◽  
Review Process ◽  
The Body ◽  
Annual Review ◽  
Hospital System ◽  
Zealand College

<p>In 1990 New Zealand midwives regained the legal right to practice autonomously Large numbers of midwives exited the hospital system to provide continuity of care both in the community and in the hospital. These midwives practise independently and are funded by the state to do so. The New Zealand College of Midwives has developed and promoted a midwifery model of partnership, incorporating this model into its Code of Ethics and Standards for Practice. In its commitment both to professional development and to accountability, and in partnership with consumers of maternity care, the College developed the Midwifery Standards Review Process. This process involves the midwife in an annual review of her practice. The midwife gathers and collates her statistics, and measures her practice against the NZCOM Standards for Practice. Consumer feedback forms are sent directly to the review co-ordinator. All this information is presented to a panel consisting of two midwifery peers and two consumer representatives. Together with the midwife they discuss her year's work and develop goals for the coming year. The purpose of the review is to provide the midwife with a supportive, educative environment in which to reflect on her practice while at the same time providing an avenue for professional accountability. This study describes the Midwives Standards Review Process in detail using a case study approach. It finds that the process is a unique and innovative addition to the ways peer review and reflective practice can be provided. It identifies the issues of quality assurance, reflective practice, supervision and competence as being of most relevance. In particular it develops the ideas of how reflective practice can be enhanced within a quality assurance model. It recommends that further research is undertaken to ascertain whether midwives using the process find it useful, in particular how it has assisted them in their professional development. Further research may also increase the body of knowledge on the nature of reflective practice and how it is best facilitated.</p>

‘We Teach Who We Are’: Contemplation, Reflective Practice and Spirituality in TESOL

RELC Journal ◽  
2020 ◽  
Vol 51 (3) ◽  
pp. 337-346
Author(s):  
Thomas S.C. Farrell ◽  
Bradley Baurain ◽  
Marilyn Lewis
Keyword(s):  
Reflective Practice ◽  
Teaching Methods ◽  
Language Teachers ◽  
Teaching English ◽  
Disciplinary Knowledge ◽  
Speakers Of Other Languages ◽  
Being And Becoming

For most of its history, the field of teaching English to speakers of other languages (TESOL) has focussed much of its attention on teaching methods and curricula to the exclusion of the person who must deliver them. In this article we propose that TESOL recognize the inner lives of teachers through understanding their spirituality from the perspective of the teacher’s personal and professional being and becoming. We encourage teachers to reflect on the spiritual dimensions of practice and propose how these might interface with standard disciplinary knowledge to produce more integrated language teachers.

scholarly journals The Jewel in the Crown: a Case Study of the New Zealand College of Midwives Standards Review Process in Wellington

2021 ◽  
Author(s):  
◽  
Joan Skinner
Keyword(s):  
Professional Development ◽  
Quality Assurance ◽  
New Zealand ◽  
Reflective Practice ◽  
Review Process ◽  
The Body ◽  
Annual Review ◽  
Hospital System ◽  
Zealand College

<p>In 1990 New Zealand midwives regained the legal right to practice autonomously Large numbers of midwives exited the hospital system to provide continuity of care both in the community and in the hospital. These midwives practise independently and are funded by the state to do so. The New Zealand College of Midwives has developed and promoted a midwifery model of partnership, incorporating this model into its Code of Ethics and Standards for Practice. In its commitment both to professional development and to accountability, and in partnership with consumers of maternity care, the College developed the Midwifery Standards Review Process. This process involves the midwife in an annual review of her practice. The midwife gathers and collates her statistics, and measures her practice against the NZCOM Standards for Practice. Consumer feedback forms are sent directly to the review co-ordinator. All this information is presented to a panel consisting of two midwifery peers and two consumer representatives. Together with the midwife they discuss her year's work and develop goals for the coming year. The purpose of the review is to provide the midwife with a supportive, educative environment in which to reflect on her practice while at the same time providing an avenue for professional accountability. This study describes the Midwives Standards Review Process in detail using a case study approach. It finds that the process is a unique and innovative addition to the ways peer review and reflective practice can be provided. It identifies the issues of quality assurance, reflective practice, supervision and competence as being of most relevance. In particular it develops the ideas of how reflective practice can be enhanced within a quality assurance model. It recommends that further research is undertaken to ascertain whether midwives using the process find it useful, in particular how it has assisted them in their professional development. Further research may also increase the body of knowledge on the nature of reflective practice and how it is best facilitated.</p>

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