One teacher’s development as a reflective practitioner

Mark Wyatt

Research output: Contribution to journalArticlepeer-review

Abstract

Using qualitative case study methodology, this article explores a language teacher’s development as a reflective practitioner, while she was engaged on a three-year in-service BA (TESOL) programme in the Middle East. Data gained from observations and interviews reveal evidence of growth in her reflective qualities, skills and capacity to reflect critically, as she learned to solve teaching problems, drawing on public as well as personal theories. The constructivist nature of the BA (TESOL) programme concerned was integral to her development, as was a warm, supportive environment in the school she taught in. Interview data that uncovered early career experiences emphasises the need for pre-service courses to prepare teachers thoroughly for the challenges they face.
Original languageEnglish
Pages (from-to)235-261
Number of pages27
JournalAsian EFL Journal
Volume12
Issue number2
Publication statusPublished - Jun 2010

Cite this