Within the field of education, reflective practice has become a very popular concept within teacher education and development programs. The general consensus is that teachers who are encouraged to engage in reflective practice can gain new insight of their practice. There have been similar developments in the field of teaching English to speakers…

Purpose: The purpose of this report is to elevate the collective understanding of what it means to be and become a TESOL professional and what differentiates "TESOLers" from other teachers. We have intentionally prepared this report as an Open Educational Resource (OER), so it can be freely shared with an international audience. Methods:…

Intentional integration of knowledge from both K-12 practice and teacher preparation theories supports emerging teacher educators' hybrid identity development. In this collaborative self-study, three teacher educators reflected upon the negotiation of tensions that arose in their efforts to promote culturally and linguistically responsive pedagogy…

This article is a qualitative study that explored bilingual/ESL science teachers' reflections about subject matter knowledge (SMK) and instructional practice in the elementary grades. Thirty-three teachers were part of a 5-year professional development program designed to enhance instructional quality and effectiveness to teach English learners.…

This paper presents a case study that examined and reflected on the relationship between the stated beliefs and observed classroom practices of an experienced EAP teacher in relation to teaching second language (L2) reading. The results of this study revealed that the teacher holds specific beliefs about language teaching and learning in general,…

Throughout the past decade, evaluating teachers' success has become a crucial issue due to the increased motivation on teacher accountability. In view of that the purpose of the present study is to determine EFL (English as a foreign language) teachers' success in the Iranian institutional context based on students' perspectives. More…

Grounded in a research project relating to the use of academic reading to support learning for TESSOL (Teaching English to Speakers in Schools of Other Languages) teachers, this article focuses on the experiences of Mei in a specialised professional learning and development (PLD) programme. Mei's case illustrates how TESSOL teachers' own…

Teaching is a demanding job and it requires professional individual to perform the job. There is a need for teachers, especially language teachers to reflect on their action in order to be professional educators. To ease teachers in conducting reflective practice there are some tools that can be utilized. This qualitative case study investigated…

Teachers everywhere are always faced with new challenges as they engage in their pedagogical praxis; it is not easy to cater for students' needs (whether special or not) and bring about new ideas to teach and arouse students' interest and desire to learn, especially when one's job does not end at the workplace and continues at home. These are but…

Teacher reflection is a salient activity which can assist teachers in getting a critical view about their effective teaching (Loughran, 2010). Among various factors that influence the teachers' reflection, teacher's Pedagogical Knowledge Base (PKB) can be considered of great significance. The current study sought to investigate the relationship…

In-service teachers are required to understand how to be professionals since they have the responsibility to provide a quality education. One of the strategies to help teachers develop professionally is by conducting reflective practice or reflection. Reflection-in-action, one type of reflection, can be used by teachers to reflect on the…

Current theories of teacher education and teaching expertise as a process consider teacher/ student teacher reflection one of the main ways of learning how to teach effectively. Such theories of teacher expertise reinforce the claim that teachers who engage in reflective practices can develop a deeper understanding of their teaching, assess their…

Even though various professional development practices are provided for language teachers worldwide, these practices are still considered ineffective in addressing teachers' needs in their classrooms. The effectiveness of these practices is stalled when teachers do not actively engage in their professional development processes. When language…

The goal of dialogic teaching is to position students as active participants who engage in academically accountable talk, but research consistently suggests that a major stumbling block is the teacher's own interactional style. To explore the issue from an emic perspective, I carried out an action research investigation of advanced proficiency…

Integrating technology into the foreign language classroom has introduced challenging demands for prospective teachers in designing technology-enhanced lessons. Thus, careful guidance is required to help pre-service teachers identify, integrate, and reflect on appropriate technologies to create more learning opportunities. The present study aims…