Promoting Teacher Reflection in Second Language Education
Taking the concept and the practice of reflective teaching forward, Promoting Teacher Reflection in Second Language Education introduces a well-structured, flexible framework for use by teachers at all levels of development, from pre-service to novice to the most experienced.
The framework outlines five levels of reflective practice: Philosophy, Principles, Theory-of-Practice, Practice, and Beyond Practice. It provides specific techniques for teachers to implement each level of reflection in their work.
Designed to allow readers to take either a deductive approach, moving from theory-into-practice, or an inductive approach where they start from a practice-into-theory position, the framework can be used by teachers alone, in pairs, or in a group.
Taking the concept and the practice of reflective teaching forward, Promoting Teacher Reflection in Second Language Education introduces a well-structured, flexible framework for use by teachers at all levels of development, from pre-service to novice to the most experienced.
The framework outlines five levels of reflective practice: Philosophy, Principles, Theory-of-Practice, Practice, and Beyond Practice. It provides specific techniques for teachers to implement each level of reflection in their work.
Designed to allow readers to take either a deductive approach, moving from theory-into-practice, or an inductive approach where they start from a practice-into-theory position, the framework can be used by teachers alone, in pairs, or in a group.
Original: $216.73
-65%$216.73
$75.86Description
Taking the concept and the practice of reflective teaching forward, Promoting Teacher Reflection in Second Language Education introduces a well-structured, flexible framework for use by teachers at all levels of development, from pre-service to novice to the most experienced.
The framework outlines five levels of reflective practice: Philosophy, Principles, Theory-of-Practice, Practice, and Beyond Practice. It provides specific techniques for teachers to implement each level of reflection in their work.
Designed to allow readers to take either a deductive approach, moving from theory-into-practice, or an inductive approach where they start from a practice-into-theory position, the framework can be used by teachers alone, in pairs, or in a group.
