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Becoming a Reflective Practitioner in EFL/ESL: An Inquiry Inspired by Some Noted Western Scholars’ Curriculum Tradition and Teaching Studies

Wenlin Lou, Yunru Huang

Abstract


This paper explores the crucial role of reflective practice in English as a Foreign Language (EFL) and English as a Second Language (ESL) teaching. The article commences with a thorough literature review of some noted American scholars in the field of curriculum tradition and teaching studies, followed by an analysis of the need for critical thinking skills in curriculum design and instruction. The authors assert that teachers must become refl ective practitioners who consistently evaluate their teach-ing practices and strive for improvement based on self-observation. Additionally, the authors suggest that these practices align with Dewey’s educational philosophy of refl ective practice. The authors highlight the benefi ts of refl ective practice, such as the development of self-awareness and critical thinking skills, as well as its potential to lead to more effective teaching practices. They argue that reflective practice is not only beneficial for the teacher but also for the students, as it allows the teacher to understand and cater to their individual needs. The authors conclude by emphasizing that professional development is an ongoing and never-ending process that requires continuous refl ection, evaluation, and improvement.

Keywords


Curriculum and instruction; Reflective practitioner; Reflective practice; ESL; EFL; Reflective teaching

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References


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DOI: http://dx.doi.org/10.18686/ahe.v7i12.8289

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