Teacher Reflection

<div class=c-message_kit__gutter> <div class=c-message_kit__gutter__right role=presentation data-qa=message_content> <div class=c-message_kit__blocks c-message_kit__blocks--rich_text> <div class=c-message__message_blocks c-message__message_blocks--rich_text data-qa=message-text> <div class=p-block_kit_renderer data-qa=block-kit-renderer> <div class=p-block_kit_renderer__block_wrapper p-block_kit_renderer__block_wrapper--first> <div class=p-rich_text_block dir=auto> <div class=p-rich_text_section>This edited book has been compiled in honor of Thomas S.C. Farrell one of the most distinguished scholars in theorizing and researching language teacher reflection. It examines teacher reflection in three main areas: policies practices and the impact of teacher reflection on teachers' practices and professional development. The data-driven chapters shed light on concerns and challenges experienced by teachers in diverse international contexts and institutions and discuss the practical implications of their findings across a variety of policy settings. The book addresses aspects of reflective practice including macro and micro policies and constraints as well as opportunities in the engagement of reflective practice. In addition it explores teachers' identity cognition emotion and motivation areas which are relevant but often not discussed in the literature on reflective practice.</div> </div> </div> </div> </div> </div> </div> </div>