Surviving the Induction Years of Language Teaching
The Importance of Reflective Practice
Thomas S.C. Farrell [+–]
Brock University
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Thomas S.C. Farrell is Professor of Applied Linguistics at Brock University, Canada. His professional interests include Reflective Practice, and Language Teacher Education & Development. He has published widely and has presented at major conferences worldwide on these topics. His webpage is: www.reflectiveinquiry.ca
Surviving The Induction Years of Language Teaching is unique to the language teaching profession because it outlines the detailed experiences of one ESL teacher during his first year and then during his third year to see what challenges he encountered during these important novice years. It is important for teacher educators, teachers and administrators to understand what novice teachers experience so that they can better be supported to become teachers for many more years to come. The results of this analysis will lead to the development of a comprehensive framework for the professional development of novice teachers through reflective practice that is grounded in the classroom realities of real teaching contexts so that they can develop beyond their novice years and become expert ESL teachers. In addition, the suggestions presented in this book can be operationalized as standards for future ESL/EFL teacher education and development programs worldwide.
Table of Contents
Prelims
Series Editor’s Preface vi-viii
Chapter 1
Setting the Scene [+–] 1-13
Chapter 1, setting the scene, is an introductory chapter and sets the scene for the book that details not only the lived experiences of one novice ESL teacher during his first year of teaching, but also returns to investigate the lived experiences of this same novice ESL teacher in his third year (on his request) during his third year of teaching. The chapter outlines and describes the research approach taken to gather the data over a four-year period and how the data was analyzed and interpreted. The chapter also summarizes the contents of the other chapters in the book.
Chapter 2
The Induction Years [+–] 14-25
Chapter 2, the induction years, outlines and discusses the transition from the teacher education program to the first year of teaching, the first year of teaching and the early career years after that to the third year of teaching. This is followed by a discussion of how novice language teachers can engage in reflective practice during these years.
Chapter 3
Reflecting on Philosophy in the First Year [+–] 26-42
This chapter outlines and discusses the topics related to philosophy that the novice ESL teacher reflected on during his first year. The main topic he reflected on for example was his teacher identity in terms of the origins, formation and how it has developed (or not) during his first year development. Reflecting on teacher role identity allows language educators a useful lens into the “who” of teaching and how teachers construct and reconstruct their views of their roles as language teachers and themselves in relation to their peers and their context. This chapter analyzes the novice teacher’s functional roles while performing his or his duties, what he felt about teaching and being a teacher, and how these were shaped by his evolving philosophy of teaching during his first year.
Chapter 4
Reflecting on First Year Principles [+–] 43-53
This chapter outlines and discusses the topics related to principles that the novice ESL teacher reflected on during his first year. When teachers were encouraged to reflect on principles they become more aware of their assumptions, values and beliefs about teaching and learning, and as a result they became better able to make re-evaluations, modifications or complete changes to these. This chapter will outline the teacher’s reflections on these topics in detail especially the teacher’s beliefs.
Chapter 5
Reflecting on Theory in the First Year [+–] 54-65
This chapter outlines and discusses the topics related to theory that the novice ESL teacher reflected on during his first year. When teachers reflect on theory they explore how they plan their lessons and what influence this planning. This chapter reports on the details related to lesson planning that the novice teacher reflected on during his first year such as his approaches and methods or the how, what, when, where and even why of methodology and curriculum, and who his learners are and includes how he set up class rules and procedures.
Chapter 6
Reflecting on Practice in the First Year [+–] 66-81
This chapter outlines and discusses the topics related to classroom practice reflections and beyond in his first year of teaching. This chapter includes the novice teacher’s reflections of his actual classroom practice and how he evaluated this practice as well as the school context in which he teaches and the impact of this context on his practice during his first year.
Chapter 7
Reflecting Beyond First Year Practice [+–] 82-88
Chapter 7, reflecting beyond practice, outlines and discusses how Roger critically reflected on his work both inside and outside the classroom during his first year.
Chapter 8
Analyzing the First Year [+–] 89-99
This concludes the novice teacher’s reflections of his first year as an ESL teacher. It includes an exploration of what he has realized about himself as a teacher such as his insights and includes self-reflexive questions about his practice. It also includes awareness professional growth over the year and his future professional goals including questions he has about his future as an ESL teacher.
Chapter 9
Reflecting on Third Year Philosophy [+–] 100-111
This chapter outlines and discusses the topics related to philosophy that the novice ESL teacher reflected on during his third year. The main topic he reflected on for example was his teacher identity in terms of the origins, formation and how it has developed (or not) during his third year development. This chapter analyzes the novice teacher’s functional roles while performing his or his duties, what he felt about teaching and being a teacher, and how these were shaped by his evolving philosophy of teaching during his third year.
Chapter 10
Reflecting on Third Year Principles [+–] 112-124
This chapter outlines and discusses the topics related to principles that the novice ESL teacher reflected on during his third year. When teachers were encouraged to reflect on principles they become more aware of their assumptions, values and beliefs about teaching and learning, and as a result they became better able to make re-evaluations, modifications or complete changes to these. This chapter will outline the teacher’s reflections on these topics in detail especially the teacher’s beliefs during his third year.
Chapter 11
Reflecting on Third Year Theory [+–] 125-135
This chapter outlines and discusses the topics related to theory that the novice ESL teacher reflected on during his third year. When teachers reflect on theory they explore how they plan their lessons and what influence this planning. This chapter reports on the details related to lesson planning that the novice teacher reflected on during his third year such as his approaches and methods or the how, what, when, where and even why of methodology and curriculum, and who his learners are and includes how he set up class rules and procedures.
Chapter 12
Reflecting on Third Year Practice [+–] 136-167
This chapter outlines and discusses the topics related to classroom practice reflections and beyond in his third year of teaching. This chapter includes the novice teacher’s reflections of his actual classroom practice and how he evaluated this practice as well as the school context in which he teaches and the impact of this context on his practice during his third year.
Chapter 13
Reflecting on Third Year Beyond Practice [+–] 168-176
Chapter 13, reflecting beyond practice, outlines and discusses how Roger critically reflected on his work both inside and outside the classroom during his third year.
Chapter 14
Analyzing the Third Year [+–] 177-186
This concludes the novice teacher’s reflections of his third year as an ESL teacher. It includes an exploration of what he has realized about himself as a teacher such as his insights and includes self-reflexive questions about his practice. It also includes awareness professional growth over the year and his future professional goals including questions he has about his future as an ESL teacher after his third year of reflections.
Chapter 15
Professional Development Through Reflective Practice [+–] 187-201
This chapter reviews the key patterns that emerged from the analysis of the first and third year experiences of the novice teacher. The chapter provides an overall appraisal of the impact of these experiences on the development of this teacher and outlines how language teachers can engage in reflective practice (using the framework that was used in the analysis of the teachers first and third year of teaching (philosophy, principles, theory, practice and beyond) as part of the overall career long professional development program.
ISBN-13 (Hardback)
9781781795514
Price (Hardback)
£70.00 / $88.00
ISBN-13 (Paperback)
9781781795521
Price (Paperback)
£24.95 / $32.00
ISBN (eBook)
9781781795538
Price (eBook)
Individual
£24.95 / $32.00
Institutional
£70.00 / $88.00
£24.95 / $32.00
Institutional
£70.00 / $88.00
Publication
13/02/2024
Pages
216
Size
234 x 156mm
Readership
teachers
Illustration
2 figures
