Reflective Teaching: Selected References

The International Research Foundation

for English Language Education

REFLECTIVE TEACHING: SELECTED REFERENCES

(last updated 21 June 2013)

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., Curtis, A., & Nunan, D. (2001). Pursuing professional development: The self as source.Boston, MA: Heinle & Heinle.

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.

Brubacher, J. W., Case, C. W., & Reagan, T. G. (1994). Becoming a reflective educator. Thousand Oaks, CA: Corwin Press.

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.

Cruickshank, D. R., & Applegate, J. H. (1981). Reflective teaching as a strategy for teacher growth. Educational Leadership,38, 553-554.

Dewey, J. (1933). How we think. Chicago, IL: Henry Regnery.

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. (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: 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. (2012). Reflecting on reflective practice: (Re)visiting Dewey and Schön. TESOL Journal, 3(1), 7-16.

Farrell, T.S.C. & Jacobs, G (2011). Essentials in Language Teaching. London: Continuum Press.

Ghaye, Anthony, & 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.

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.

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.

Korthagen, F. (1985). Two modes of reflection. Teaching and Teacher Education, 9, 317-326.

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.

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.

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.

Murphy, J. M. (2001). Reflective teaching in ELT. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 499-514) (3rd ed.). Boston, MA: Heinle & Heinle.

Nolan, J. F., & Hillkirk, K. (1991). The effects of a reflective coaching project for veteran teachers. Journal of Curriculum and Supervision, 7(1), 62-71.

Nolan, J. F., & Huber, T. (1989). Nurturing the reflective practitioner through instructional supervision: A review of the literature. Journal of Curriculum and Supervision, 4(2), 126-145.

Olshtain, E., & Kupferberg, I. (1998). Reflective-narrative discourse of FL teachers exhibits professional knowledge. Language Teaching Research,2, 185-202.

Pennington, M. C. (1992). Reflection on teaching and learning: A developmental focus for the second language classroom. In J. Flowerdew, M. Brock, & S. Hsia (Eds.), Perspectives on second language teacher education (pp. 47-65). Hong Kong: City Polytechnic of Hong Kong.

Perrone, V. (1989). Working papers: Reflections on teachers, schools and community. New York, NY: Teachers College Press.

Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge, UK: Cambridge University Press.

Ross, D. D. (1989). First steps in developing a reflective approach. Journal of Teacher Education, 40(2), 22-30.

Russell, T., & Munby, H. (1991). Reframing: The role of experience in developing teachers’ professional knowledge. In D. A. Schön (Ed.), The reflective turn: Case studies in and on educational practice (pp. 164-187). New York, NY: Teachers College Press.

Sato, K. (2001). Seeking for satisfaction. In K. E. Johnson & P. R. Golombek (Eds.), Alternative ways of teachers’ knowing (pp. 1-10). Cambridge, UK: Cambridge University Press.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.

Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass.

Schön, D.A. (1991). Introduction. In D. A. Schön (Ed.), The reflective turn: Case studies in and on educational practice. New York, NY: Teachers College Press.

Skrtic, T. M., & Ware, L. P. (1992). Reflective teaching and the problem of school organization. In E. W. Ross, J. W. Cornett, & G. McCutcheon (Eds.), Teacher personal theorizing (pp. 207-218). Albany, NY: SUNY Press.

Smyth, J. (1989). Developing and sustaining critical reflection in teacher education. Journal of Teacher Education, 40(2), 2-8.

Sparks-Langer, G. M. (1992). In the eye of the beholder: Cognitive, critical, and narrative approaches to teacher reflection. In L. Valli (Ed.), Reflective teacher education: Causes and critiques (pp. 147-160). Albany, NY: SUNY Press.

Stanley, C. (1998). A framework for teacher reflectivity. TESOL Quarterly,32, 584-591.

Stanley, C. (1999). Learning to think, feel and teach reflectively. In J. Arnold (Ed.), Affect in language learning. New York, NY: Cambridge University Press.

Swan, J. (1993). Metaphor in action: The observation schedule in a reflective approach to teacher education. English Language Teaching Journal, 47(3), 242-249.

Tremmel, R. (1993). Zen and the art of reflective practice in teacher education. Harvard Educational Review, 63(4), 434-458.

Valli, L. (1992). Reflective teacher education: Cases and critiques. Albany, NY: SUNY Press.

Velikova, S. (2013). Using the European Portfolio for student Teachers of Languages (EPOSTL) to scaffold reflective teacher learning in English language teacher education. In J. Edge & S. Mann (Eds.), Innovations in pre-service education and training for English language teachers (pp. 201-216). London: British Council.

Wallace, M. J. (1996). Structured reflection: The role of the professional project in training ESL teachers. In D. Freeman & J. Richards (Eds.), Teacher learning in language teaching (pp. 281-294). New York, NY: Cambridge University Press.

Wells, M. (1994). The loneliness of the long-distance reflector. In A. Peck & D. Westgate (Eds.), Language teaching in the mirror (pp. 11-14). London, UK: Centre for Information of Language and Teaching Research.

White, J. J. (1991). War stories: invitations to reflect on practice. In B. R. Tabachnick & K. M. Zeichner (Eds.), Issues and practices in inquiry-oriented teacher education (pp. 226-252). Philadelphia: Falmer Press.

Wood, P. O. (1991). The cooperating teacher's role in nurturing reflective teaching. In B. R. Tabachnik & K. M. Zeichner (Eds.), Issues and practices in inquiry-oriented teacher education (pp. 202-210). Philadelphia, PA: Falmer Press.

Yagleski, R. P. (1997). Portfolios as a way to encourage reflective practice among preservice English teachers. In K. B. Yancey & I. Weisner (Eds.), Situating portfolios: Four perspectives (pp. 225-243). Logan, UT: Utah State University Press.

Zeichner, K. M., & Liston, D. P. (1987). Teaching student teachers to reflect. Harvard Educational Review,57, 23-47.

Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction.Mahwah, NJ: Lawrence Erlbaum.

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