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Evaluating the role of video in supporting reflection beyond INSET
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Native‐English‐Speaking teachers : disconnections between theory, research, and practice
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The Routledge Handbook of English Language Teacher Education
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Reflective practice in English Language Teaching : research-based principles and practices
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Collaborative and dialogic reflection in Second Language Teacher Education
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Investigating NEST schemes around the world : supporting NEST/LET collaborative practices
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Materials : developing collaborative practice between LETs and NESTs
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Reflective practice in Nigeria : teachers’ voices and experiences
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Abstract:
This article presents data collected in a qualitative study of Nigerian English language teachers working in Nigeria. Many of these Nigerian teachers have not had a formal introduction to reflective practice. Most of them work in conditions of constraint and challenge, experiencing a lack of resources, support and often working with large classes. The study was focused on establishing whether they saw themselves as reflective and could articulate ways in which reflection was important for them in their everyday practice. Even with those teachers who have been introduced to reflective practice, our data suggests that teachers may perceive reflection differently from their trainers. The article draws on interviews, questionnaires and focus groups in detailing how Nigerian teachers conceptualise reflection and in what ways it is important for them. The article finishes by arguing that more data, perhaps in the forms of reflective vignettes of experience, interview extracts, journal entries and descriptions of teaching challenges from teachers is important in making reflective practice less vague and more achievable for teachers. The data suggests that reflection can happen in an intuitive and self-determined way and these experiences (and associated texts) would make good data for making reflection in teaching more tangible for trainee and novice teachers.
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URL: http://www.tesl-ej.org/wordpress/issues/volume18/ej71/ej71a4/ http://wrap.warwick.ac.uk/75122/
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RP or ‘RIP’ : a critical perspective on reflective practice
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The role of mentoring in supporting novice English language teachers in Hong Kong
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Promoting teacher–learner autonomy through and beyond initial language teacher education
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Teacher development: a discourse for individual and group development
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A critical review of qualitative interviews in applied linguistics
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Dialogic talk in the post-observation conference: an investment for reflection
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"Metaphors keep cropping up": dialogic features of metaphor in exploratory research talk
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Teachers' use of metaphor in making sense of the first year of teaching
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