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Emerging connections cluster into two categories: recognizing teacher roles and prioritizing students’ success.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/professional-development-through-reflective-practice-a-framework-for-tesol-teachers/596148/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/professional-development-through-reflective-practice-a-framework-for-tesol-teachers/596148.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What framework does the paper use to analyze TESOL teachers’ reflections?","Question",{"text":112,"@type":113},"It uses a framework that organizes reflections around teachers’ philosophy, principles, theory, practice, and beyond practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What key categories do the teachers’ reflections fall into?",{"text":117,"@type":113},"The reflections group into two main categories: acknowledgement of teacher roles and the importance of students’ success.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper distinguish holistic reflective practice from earlier “post-mortem” approaches?",{"text":121,"@type":113},"Holistic approaches emphasize teachers as whole persons and include inner lives and prior experiences, not only observed classroom behaviors or technical repair.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596148,1792189154,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Professional Development Through Reflective Practice: A Framework for TESOL Teachers  \nThomas S.C. Farrell  \nBrock University  \nMelanie Macapinlac  \nBrock University  \nAbstract  \nThis 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.  \nRésumé  \nCet article souligne une étude de cas des réflexions de deux enseignants (TESOL) débutants en Corée du Sud à travers l’objectif d’un cadre sur la réflexion de méthodes qui comprenait des idées sur la philosophie, les principes, la théorie, la pratique, ainsi qu’au-delà des méthodes. Dans l’ensemble, les résultats ont révélé que les connections entre leurs réflexions sur les aspects cachés de l’enseignement (la philosophie, les principes et la théorie) pour les deux enseignants étaient conformes aux observations de leurs méthodes et les connexions qui ont émergé de leurs réflexions se regroupaient dans deux catégories principales : la reconnaissance des rôles d'enseignant et l’importance de la réussite des étudiants.  \nCanadian Journal of Applied Linguistics: 24, 1 (2021): 1-25  \nCJAL * RCLA Farrell & Macapinlac 2  \nProfessional Development Through Reflective Practice:  \nA Framework for TESOL Teachers  \nThere is growing recognition that English to speakers of other languages (TESOL) teachers must constantly reshape their knowledge of teaching and learning throughout their careers (Farrell, 2019) . Recent research has indicated that for TESOL teachers this reshaping can be undertaken with the aid of reflective practice (Farrell, 2018a) and as Freeman (2016) maintains, reflective practice offers a way into the less “accessible aspects of teacher’s work”(p. 208) .  \nReflective practice generally means that teachers take the responsibility of looking at their professional practice, and the underlying philosophy, beliefs, and theories that shape that practice both inside or outside the classroom so that their professional practice can become personally meaningful to them (Farrell, 2015, 2018b) . The main premise of reflection is that teachers who engage in reflective practice can develop a deeper understanding of their philosophy, principles, and theories as they relate to their actual practices, and thus become proactive and confident in their teaching (Farrell, 2019) .  \nWhile reflective practice now enjoys prominence in the field of TESOL, however, just as in the field of general education, scholars have also struggled to come to a consensus on the definition and the nature of reflective practice for second language teachers (Mann & Walsh, 2013). Thus, this interesting, yet complex, concept of reflective practice has remained a “fuzzy concept”(Collin & Karsenti, 2011, p. 570), and most likely a result of the many different approaches and models of reflection that have been proposed since its (re)emergence in the 1980s (Schön, 1983). Many of these approaches purport to offer a structured way for teachers to reflect on their practice by asking them to answer simple questions about their teaching (and nothing about themselves) such as in Terry Borton’s (1970) early model of reflection that encompass three questions: “what?”,“so what?”, and “now what?” The “what” question is the basic descriptive question about what they do in their lessons, followed by the “so what” which seeks reflection on the practitioner’s theory of why they do what they","cbCaij0XhYEvKyi3","https://ap.wps.com/l/cbCaij0XhYEvKyi3","pdf",418361,25,"English","# Introduction\n## Reflective practice and its definitions\n## Models and approaches to reflection\n## A holistic perspective","[{\"question\":\"What framework does the paper use to analyze TESOL teachers’ reflections?\",\"answer\":\"It uses a framework that organizes reflections around teachers’ philosophy, principles, theory, practice, and beyond practice.\"},{\"question\":\"What key categories do the teachers’ reflections fall into?\",\"answer\":\"The reflections group into two main categories: acknowledgement of teacher roles and the importance of students’ success.\"},{\"question\":\"How does the paper distinguish holistic reflective practice from earlier “post-mortem” approaches?\",\"answer\":\"Holistic approaches emphasize teachers as whole persons and include inner lives and prior experiences, not only observed classroom behaviors or technical repair.\"}]","Professional Development Through Reflective Practice - A Framework for TESOL Teachers | PDF",1792082530,63]