Andrzej Cirocki, Pariwat Imsa-Ard
The concept of reflection is probably as old as educational discourse itself. It is an inextricable element of teaching and learning that enables teachers to identify and solve problems related to their teaching practice or learn more about various aspects of their profession. Therefore, to fully prepare reflective language practitioners, it is essential for reflection to be embedded in teacher education programmes in English Language Teaching (ELT). With this in mind, the current contribution begins by operationalising the concept of reflective practice and describing reflective practitioners. It then presents models of reflective teaching, synthesises previous research on reflective practice, and lists several benefits of this type of practice. The article concludes with a proposal for embedding reflective teaching into undergraduate teacher education programmes in ELT in Thailand, including a set of useful activities that will engage pre-service English language teachers in deep reflection on various aspects of their future teaching careers. © 2024, Chulalongkorn University Language Institute. All rights reserved.
University of York, United Kingdom; Thammasat University, Thailand; Universitas Negeri Surabaya, Indonesia
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