Reflective Practice for Early Career Language Teachers

Based on a range of detailed case studies, this innovative book provides a model for early career language teacher development.

Thomas S. C. Farrell (Author)

9781009423229, Cambridge University Press

Hardback, published 28 November 2024

238 pages
23.5 x 15.9 x 1.8 cm, 0.48 kg

'This book is a valuable guide to learning and experiencing how to reflect systematically and holistically on one's teaching practices. Farrell's framework for early career language teacher development are key for preventing teacher attrition and improving retention, thus can be applied to various contexts. It is a must-read for teachers in all career phases: in-service teachers, teacher educators, program administrators, policymakers, as well as pre-service teachers and early career teachers.' Atsuko Watanabe, Bunkyo University, Japan

Based on a range of detailed case studies, this innovative book presents a model for early career language teacher development. It showcases the lived experiences of English language teachers in their training years, as well as the reflections of two more experienced English language teachers, and uses these case studies to provide practical guidelines on early career needs and development. It outlines four essential and highly connected conditions that will enable teachers to survive and thrive in the profession: reflection, support, resilience, and well-being. Using an innovative, evidence-based, data-informed approach to reflective practice, the book covers teachers' philosophy, principles, theory, practice, and critical reflection beyond practice. Each chapter contains practical reflection activities, to encourage reflection throughout from the reader on what the research reveals. It is essential reading for graduate students who are training to become language teachers, as well as language teacher trainers and lecturers.

1. The early career years
2. Getting the story
3. I want to help and encourage others: first year lived experience
4. I like teaching, but I don't want to teach forever: second year lived experience
5. I still enjoy teaching, but at what cost to my health?: third year lived experience
6. I want students to feel they're in a safe environment: fourth year lived experience
7. It's going to be really challenging to be a teacher: fifth year lived experience
8. I want to build a class community: seventh year lived experience
9. It's a chance to help people: tenth year lived experience
10. Reflecting on action
11. Reflecting for action
Appendix A
Appendix B
References
Index.

Subject Areas: Linguistics [CF]