引言：reflective awareness and abilities in theri professional learning and identity building (Farrell 2013)

challenges: what, when and how to reflect

the theory-practice gap

impede the continuing professional growth (Harford, MacRuairc, McCartan, 2010)

概念：

reflecitve thought (Dewey, 1933)

reflective practice/reflection

reflective teaching:

the product of reflective thinking (Kumaravadivelu, 1994z0

a p*ess of expanding and deepenning the range of the questions a teacher asks about teaching practice through adopting an organized and systematic approach, and collaborating with other teacher colleagues having the same questions (Robertson & Yiamouyiannis, 1996)

reflective language teaching (Farrell, 2007)

自下而上的教师专业发展过程

有意识地、系统地/基于证据地思考教学

reflective thought (Dewey 1933 how we think) as action based on the active, persistnet and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends. 

Schon (1983):The Reflective Practitioner: How Professionals Think in Action

reflection in action: in the midst of acting

reflection on action: think back, previous teaching experiences, retrospective in nature

relection for action (Van Manen 1991)

Michael J. Wallace （1991）

made reflective teaching popular in the language teacher education setting

Thomas S.C.Farrell (2012)

a compass in teaching to stop, look and discover and decide where to do

如何反思？

the goal

the content: oneself, school, society, social and political implications of education

the presses:

the tools/approaches:action research; attending conferences; reading paper; teaching journals; electronic portfolio; discuss groups; critical colleagues; collecting information about students and receiving feedback from students; self and peer classroom observation; careful examination of lesson plans and classroom video analysis

the levels/stages:Technical, situational and institutional, moral and ethical

对行动的反思将促成对新的意义的建构/