Tools, Techniques and Strategies for Reflective Second & Foreign Language Teacher Education Insights from Contexts Around the World

Essential questions about the skills teachers need for effective classroom practice have raised by researchers such as Shulman, Schön, Altrichter & Posch and Hattie, and discussions still continue. In this context, the anthology combines theoretical studies and practical insights about Reflection from foreign and second language teacher education and professional development. It includes examples of reflective tools, techniques and strategies that can help teachers to (re)think their practices and ensure the quality of their everyday work.

Teachers as Researchers – Voices from Experts.- A Corpus-based Analysis of Ideologies in Chilean SLTE Policies.- Theoretical and Practical knowledge needed by German Teachers: A Research with Undergraduates of Letras Português-Alemão.- Applying peer rubric feedback in foreign language teacher education: Fostering pre-service teachers’ oral feedback skills through facilitating reflective moments.- Professionalization instruments for reflected experiential learning of teachers: DEUTSCH LEHREN LERNEN (Learn To Teach German).- Tools of Action Research in Undergraduate Teacher Education: Experiences from Brazil.- Developing a Critical Reflection Stance toward Language Teaching Practice: European Portfolio for Student Teachers of Languages and Reflective Tasks in Language Education.- Developing Portfolios for English Language Teachers in Japan: Facing Challenges and Creating Opportunities.- Reflective writing and self-assessment of language teaching performance.- Developing the ELF-aware teacher: The case of the ENRICH Continuous Professional Development Course.