Titlebook: Developing Reflective TESOL Practitioners Through Teacher Education; Insights From Asia Andrzej Cirocki,Mark Wyatt,Xuesong (Andy) Gao Textb

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A. Ehrenfeucht,K. P. Lee,G. Rozenbergto integrate theory and practice and to aid the professional development of pre- and in-service teachers (henceforth, student teachers). To achieve these goals, reflective practice is embedded systematically in the programme. Standards for teacher education have been developed and utilized for stude

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truction and offers opportunities for teachers to self-assess their teaching knowledge and practices (Cirocki & Farrell, .; Farrell, .; McGregor & Cartwright, .). This chapter thoroughly accounts for reflective practice as implemented in a teacher education programme in Syria. The programme, run in

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unanswered conclusively. This chapter reports on the outcome of a teacher education course which integrates reflective practice into an ELT methodology course in a Postgraduate Diploma Programme offered by a Hanoi-based university in Vietnam. The primary aim of this chapter is to demonstrate the po

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ave learnt about integrating and promoting reflective practice in pre-service and in-service TESOL teacher education at both undergraduate and postgraduate levels. Reflecting on the contributions, we have identified key principles and the supportive ecology needed to facilitate the systematic integr

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978-981-97-2684-4The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapor

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Andrzej Cirocki,Mark Wyatt,Xuesong (Andy) GaoPresents diverse models and frameworks of TESOL teacher reflective practice from 14 countries.Demonstrates how local educational policies underpin the professional learning of TESOL‘teachers.Encourage

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