The International Research Foundation
for English Language Education
REFLECTIVE TEACHING AND LEARNING: SELECTED REFERENCES
(last updated 19 May 2016)
Adamson, B. (1994). The reflective teacher: A case study. Institute of Language in Education Journal, 2, 76-98.
Appel, J. (1995). Diary of a language teacher. Oxford, UK: Heinemann English Language Teaching.
Apple, M. (1985). Education and power. New York, NY: Routledge.
Bailey, K. M. (1997). Reflective teaching: Situating our stories. Asian Journal of English Language Teaching, 7, 1-19.
Bailey, K. M. (2012). Reflective pedagogy. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to pedagogy and practice in second language teaching (pp. 23-29). Cambridge, UK: Cambridge University Press.
Bailey, K. M., Curtis, A., & Nunan, D. (2001). Pursuing professional development: The self as source. Boston, MA: Heinle & Heinle.
Bailey, K. M., & Springer, S. E. (2013). Reflective teaching as innovation. In K. Hyland & L. C. Wong (Eds.), Innovation and change in English language education (pp. 106-122). London, UK: Routledge.
Bartlett, L. (1990). Teacher development through reflective teaching. In J. C. Richards & D. Nunan (Eds.), Second language teacher education. (pp. 202-214). New York, NY: Cambridge University Press.
Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. London, UK: Kogan Page.
Brockbank, A., & McGill, I. (1998). Facilitating reflective learning in higher education. Buckingham, UK: Open University Press.
Brubacher, J. W., Case, C. W., & Reagan, T. G. (1994). Becoming a reflective educator. Thousand Oaks, CA: Corwin Press.
Bulman, C., Lathlean, J., & Gobbi, M. (2012). The concept of reflection in nursing: Qualitative findings on student and teacher perspectives. Nurse Education Today, 32, 8-13.
Carter, B. A. (2008). Teacher-learners’ voices: Not the same old song. Innovation in Language Learning and Teaching, 2(1), 33-46.
Casanave, C. P., & Schecter, S. R. (Eds.). (1997). On becoming a language educator: Personal essays on professional development. Mahwah, NJ: Erlbaum.
Chamcharatsri, P. B. (2010). When the mirror reflects two faces: Critical self-reflection. In G. Park, H. P. Widodo, & A. Cirocki (Eds.), Observation of teaching: Bridging theory and practice through research on teaching (pp. 85-97). Munich, Germany: LINCOM EUROPA.
Clarke, A. (1995). Professional development in practicum settings: Reflective practice under scrutiny. Teaching and Teacher Education, 11(4), 243-261.
Colton, A. B., & Sparks-Langer, G. M. 1993. A conceptual framework to guide the development of teacher reflection and decision-making. Journal of Teacher Education, 44(1), 45-54.
Crew, V., Davison, C., & Barley, M. (Eds.), (2002). Reflection in education. Hong Kong: The Hong Kong Institute of Education.
Cruickshank, D. R., & Applegate, J. H. (1981). Reflective teaching as a strategy for teacher growth. Educational Leadership, 38, 553-554.
Dam, L., & Legenhausen, L. (2010). Learners reflecting on learning: Evaluation versus testing in autonomous language learning. In A. Paran & L. Sercu (Eds.), Testing the untestable in language education (pp. 120-139). Bristol, UK: Multilingual Matters.
Darvin, R. (2015). Representing the margins: Multimodal performance as a tool for critical reflection and pedagogy. TESOL Quarterly, 49(3), 590-600.
Daudelin, M. W. (1996). Learning from experience through reflection. Organizational Dynamics, 24(3), 36-48.
Dhawan, S. (2001). Getting to know the face in the mirror: Reflection in practice for teachers and teacher educators. In B. Rifkin (Ed.) Mentoring foreign language teaching assistants, lecturers, and adjunct faculty: Issues in language program direction (pp. 89-110). Boston, MA: Heinle.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the education process. Boston, MA: D. C. Health.
Dewey, J. (1933). How we think. Chicago, IL: Henry Regnery.
Duff, P. (1992). Facing the future now: Reflections from a student of applied linguistics. Issues in Applied Linguistics, 3, 149-152.
El-Dib, M. A. B. (2007). Levels of reflection in action research: An overview and an assessment tool. Teaching and Teacher Education, 23(1), 24-35.
Enright, L. (1981). The diary of a classroom. In J. Nixon (Ed.), A teacher’s guide to action research (pp. 38-51). London, UK: Grant McIntyre.
Farrell, T.S.C. (1999). The reflective assignment: Unlocking pre-service teachers’ beliefs on grammar teaching. RELC Journal, 30 (2), 1-17.
Farrell, T.S.C. (2004). Reflecting on classroom communication in Asia. Singapore: Longman.
Farrell, T.S.C. (2004). Reflective practice in action: 80 reflection breaks for busy teachers. Corwin Press (Sage Publications): Thousand Oaks, CA (USA).
Farrell, T.S.C. (2005). Chinese translation of Reflecting on classroom communication in Asia Hong Kong/Shanghai: Longman.
Farrell, T.S.C. (2005). Reflective practice for language teachers in Asia: A real paradigm shift. In Deng, X., Cole, V.M., Sadorra, M.L.C., & Wu, S.M. (Eds.), Paradigm shifts in English language teaching and learning: Selected papers from the Inaugural CELC International Symposium (pp. 23-27). Singapore: Centre for English Language Communication, National University of Singapore.
Farrell, T.S.C (2006). Reflective practice in action: A case study of a writing teacher’s reflections on practice. TESL Canada Journal, 23, 77-90.
Farrell, T.S.C. (2007). Failing the practicum: Narrowing the gap between expectation and reality with reflective practice. TESOL Quarterly, 41(1), 193-201.
Farrell, T. S. C. (2007). Promoting reflection in language teacher education through case-based teaching. The New English Teacher, 1, 61-70.
Farrell, T. S. C. (2007). Reflective language teaching; From research to practice. London, UK: Continuum.
Farrell, T. S. C. (2008). Reflective language teaching: From research to practice. London, UK: Continuum Press.
Farrell, T.S.C. (2008). Teaching journals to promote reflective practice. In M. Kabilan & M. Vethamani (Eds.), Qualitative studies on English language development (pp. 75-87). Kuala Lumpar, Malaysia: Sasbadi.
Farrell, T.S.C. (2008). Teaching reading to English language learners: A reflective approach. Thousand Oaks, CA: Corwin Press (Sage Publications).
Farrell, T. S. C. (2009). Teaching reading to English language learners: A reflective guide. Thousand Oaks, CA: Corwin.
Farrell, T.S.C. (2009). Critical reflection in a TESL course: Mapping conceptual change. ELT Journal, 63, 3, 221-229.
Farrell, T.S.C. (2009). Talking, listening and teaching. A guide to classroom communication. Thousand Oaks, CA: Corwin Press (Sage Publications)
Farrell, T. S. C. (2010). Professional development through reflective practice IN and FOR action. In G. Park, H. P. Widodo, & A. Cirocki (Eds.), Observation of teaching: Bridging theory and practice through research on teaching (pp. 37-47). Munich, Germany: LINCOM EUROPA.
Farrell, T.S.C. (2011). Exploring the professional role identities of experienced ESL teachers through reflective practice. System, 66, 1-9.
Farrell, T.S.C. (2012). Reflecting on teaching the four skills: 60 strategies for professional development. Ann Arbor: University of Michigan Press.
Farrell, T.S.C. (2012). Reflective writing for language teachers. London: Equinox.
Farrell, T. S. C. (2013). Reflective writing for language teachers. Sheffield, England: Equinox Publishing.
Farrell, T. S. C. (2012). Reflecting on reflective practice: (Re)visiting Dewey and Schön. TESOL Journal, 3(1), 7-16.
Farrell, T. S. C. (2013). Reflective practice in ESL teacher development groups: From practices to principles. Basingstoke, UK: Palgrave Macmillan.
Farrell, T. S. C. (2014). Reflective practice in ESL teacher development groups: From practices to principles. New York, NY: Palgrave Macmillan.
Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: a framework for TESOL professionals. New York, NY: Routledge.
Farrell, T.S.C. & Jacobs, G (2011). Essentials in Language Teaching. London: Continuum Press.
Fernsten, L., & Fernsten, J. (2005). Portfolio assessment and reflection: Enhancing learning through effective practice. Reflective Practice, 6(2), 303-309.
Fogarty, R. (1994). Teach for metacognitive reflection. Arlington Heights, IL: Sky Light Training and Publishing.
Ghaye, A., & Ghaye, K. (1998). Teaching and learning through critical reflective practice. London: David Fulton Publishers.
Gebhard, J. G., & Oprandy, R. (1999). Language teaching awareness: A guide to exploring beliefs and practices. New York, NY: Cambridge University Press.
Geyer, N. (2008). Reflective practices in foreign language teacher education: A view through micro and macro windows. Foreign Language Annals, 41(4), 627-638.
Gore, J., & Zeichner, K. 1991. Action research and reflective teaching in preservice teacher education: a case study from the United States. Teaching and Teacher Education, 7(2), 119-136.
Gray, J. (2000). Training for reflective practice: Getting the most out of pre-service courses. The Teacher Trainer, 14, 14-17.
Green, M. (1986). Reflection and passion in teaching. Journal of Curriculum and Supervision, 2, 68-81.
Greenwood, D. (1991). Collective reflective practice through participatory action research: A case study from the Fagor Cooperatives of Mondragón. In D. Schön (Ed.), The reflective turn: Case studies in and on educational practice (pp. 84-107). New York, NY: Teachers College Press.
Grimmett, P. P., & Crehan, E. P. (1990). Barry: A case study of teacher reflection in clinical supervision. Journal of Curriculum and Supervision, 5(3), 214-235.
Grimmett, P. P., & Erickson, G. L. (Eds.). (1988). Reflection in teacher education. London: Pacific Educational Press.
Hacker, P., & Barkhuizen, G. (2008). Autonomous teachers, autonomous cognition: Developing personal theories through reflection in language teacher education. In T. Lamb & H. Reinders (Eds.), Learner and teaching autonomy: Concepts, realities, and responses (pp. 161–186). Philadelphia, PA: John Benjamins Publishing Company.
Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11, 33-49.
Hirschhorn, L. (1991). Organizing feelings toward authority: A case study of reflection in action. In D. Schön (Ed.), The reflective turn: Case studies in and on educational practice (pp. 111-125). New York, NY: Teachers College Press.
Ho, B. (1995). Using lesson plans as a means of reflection ELT Journal, 49(1), 66-71.
Ho, B., & Richards, J. C. (1993). Reflective thinking through teacher journal writing: Myths and realities. Prospect, Journal of Australian TESOL, 8, 7-24.
Huang, L.-S. (2010). Do different modalities of reflection matter? An exploration of adult second language learners’ reported strategy use and oral language production. System, 38(2), 245-261.
Huang, L.-S. (2012). Use of oral reflection in facilitating graduate EAL students’ oral language production and strategy use. International Journal for the Scholarship of Teaching and Learning, 6(2), 1-22.
Hyatt, D. T., & Beigy, A. (1999). Making the most of the unknown language experience: Pathways for reflective teacher development. Journal of Education for Teaching, 25(1), 31-40.
Jackson, J. (1997). Cases in TESOL teacher education: Creating a forum for reflection. TESL Canada Journal, 14(2), 1-16.
Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.
Kabilan, M. K. (2007). English language teachers reflecting on reflections: A Malaysian experience. TESOL Quarterly, 41, 681-705.
Kamhi-Stein, L. D., & Galvan, J. L. (1997). EFL teacher development through critical reflection. TESOL Journal, 7(1), 12-18.
Kelley J., & Cherkowski, S. (2015). Collaboration, collegiality, and collective reflection: A case study of professional development for teachers. Canadian Journal of Educational Administration and Policy, 169. Retrieved from: https://www.umanitoba.ca/publications/cjeap/pdf_files/kelly_cherkowski.pdf
Kember, D., Jones, A., Loke, A., McKay, J., Sinclair, K., Tse, H., Webb, C., Wong, G., Wong, M., & Yeung, E. (1999). Determining the level of reflective thinking from students’ written journals using a coding scheme based on the work of Mezirow, International Journal of Lifelong Education, 18(1), 18-30.
Kember, D., Leung, D. Y. P., Jones, A., Loke, A., KcKay, J., Sinclair, K., Tse, H., Webb, C., Wong, F. K. Y., Wong, M., & Yeung, E. (2000). Development of a questionnaire to measure the level of reflective thinking. Assessment & Evaluation in Higher Education, 25(4), 381-395.
Kemmis, S. (1985). Action research and the politics of reflection. In D. Boud, R. Keogh, & D. Walker (Eds.), Reflection: Turning experience into learning (pp. 139-164). London, UK: Croom Helm.
Korthagen, F. (1985). Two modes of reflection. Teaching and Teacher Education, 9, 317-326.
Korthagen, F. A. J. (1992). Techniques for stimulating reflection in teacher education seminars. Teaching and Teacher Education, 8(3), 265-274.
Kurtoglu-Hooton, N. (2013). Providing ‘the spark’ for reflection from a digital platform. In J. Edge & S. Mann (Eds.), Innovations in pre-service education and training for English language teachers (pp. 17-32). London: British Council.
Kwo, O. W. Y. (1994). Towards reflective teaching: Curriculum development and action research. In D. C. S. Li, D. Mahoney, & J. C. Richards (Eds.), Exploring second language teacher development (pp. 113-130). Hong Kong: City Polytechnic of Hong Kong.
Lee, I. (2008). Fostering preservice reflection through response journals. Teacher Education Quarterly, 35(1), 117-139.
Lord, G., & Lomicka, L. (2007). Foreign language teacher preparation and asynchronous CMC: Promoting reflective teaching. Journal of Technology and Teacher Education, 15(4), 513-532.
Loughran, J. (2002). Effective reflective practice. In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33-43.
Lowyck, J. (2003). Post-interactive reflections of teachers: A critical appraisal. In M. Ben-Peretz, R. Bromme, & R. Halkes (Eds.), Advances in research in teacher thinking (pp. 172-187). Lisse, Netherlands: Swetz and Zeitlinger.
Lyons, N. (2006). Reflective engagement as professional development in the lives of university teachers. Teachers and Teaching: Theory and Practice, 12(2), 151-168.
Lyons, N. (2010). (Ed.). Handbook of reflection and reflective inquiry: Mapping a way of knowing for professional reflective inquiry. New York, NY: Springer.
Mann, S., & Walsh, S. (2013). RP or ‘RIP’: A critical perspective on reflective practice. Applied Linguistics Review, 4(2), 291-315.
Mansvelder-Longayroux, D.D., Beijard, D.,& Verloop, N. (2009). The portfolio as a tool for stimulating reflection by student teachers. Teaching and Teacher Education, 23(1), 47-62.
Mattingly, C. (1991). Narrative reflections on practical actions: Two learning experiments in reflective storytelling. In D. A. Schön (Ed.), The reflective turn: Case studies in and on educational practice (pp. 235-257). New York, NY: Teachers College Press.
Mawhinney, L. (2010). It’s not you, it’s me: A teacher’s reflection of self-discovery through Delpit’s Culture of Power theory. In G. Park, H. P. Widodo, & A. Cirocki (Eds.), Observation of teaching: Bridging theory and practice through research on teaching (pp. 99-108). Munich, Germany: LINCOM EUROPA.
McCarthy, M. J., & Makhosch, M. (2000). Discourse, process and reflection in teacher education. In M. Breen & A. Littlejohn (Eds.), Classroom decision-making (pp. 223-232). Cambridge, UK: Cambridge University Press.
Munby, H., & Russell, T. (1989). Educating the reflective teacher: An essay review of two books by Donald Schön. Journal of Curriculum Studies, 21, 71-80.