This book presents a series of empirical case studies illustrating many different ways of implementing the reflective practice cycle, and how they can be researched by practitioners and academics. This book explains a range of options for implementing the reflective practice cycle in educational settings in various international contexts. Written by international academics, these studies show how reflection can be interpreted in different cultural contexts. The book concludes with a discussion by Anne Burns of the implications of these case studies for action research.

Roger Barnard is an associate professor in applied linguistics at the University of Waikato.

Jonathon Ryan is a principal academic staff member at the Centre for Languages, Waikato Institute of Technology.

Notes on contributors

Transcript conventions

Introduction

Overview: Holistic Reflective Practice

1. Lesson planning: The fundamental platform for reflecting for action

2. Reflecting for action: Collaborative lesson planning

3. Reflecting for and on action: Interviews

4. Observation leading to reflection

5. Reflecting in action: Recording private speech

6. Reflecting in action: Think aloud

7. Reflecting on action: A framework to analyse teacher talk

8. Pair discussions for reflecting on action: Stimulated recall

9. Journal writing as a space for reflection: The concept of kotodama

10. Reflecting on action: Open post-lesson discussions

11. Collaborative reflecting on action: Focus groups

12. Reflecting on action: Lesson transcripts

13. Envoi: From reflective practice to action research?

Index