Reflective Practice as Professional

This book presents a researcher's work on reflective practice with a group of high school teachers of English in Japan. Beginning with a series of uncomfortable teacher training sessions delivered to unwilling participants, the book charts the author's development of new methods of engaging her participants and making use of their own experiences and knowledge. Both an in-depth examination of reflective practice in the context of Japanese cultural conventions and a narrative account of the researcher's reflexivity in her engagement with the study, the book introduces the concept of ‘the reflective continuum' – a non-linear journey that mirrors the way reflection develops in unpredictable and individual ways.

Atsuko Watanabe is Senior Lecturer of English for Liberal Arts at the International Christian University, Japan. She has over 20 years' experience as an English teacher. Her research interests include teacher development, teacher cognition, reflective practice and researchers' reflexivity in qualitative research.

Chapter 1: Introduction and Preface: Embarking of the Journey of Reflective Practice

Chapter 2: Designing a Better Way to Learn about Teachers and Professional Development

Chapter 3: Situating My Study: Reflective Practice in the Japanese Context

Chapter 4: The Reflective Continuum

Chapter 5: Reflective Practice and the Consolidation of Professional Identity: Cases of the Novice Teachers

Chapter 6: Reflective Practice and the Consolidation of Professional Identity: Cases of the Experienced Teachers

Chapter 7: Participants Awareness and Understanding: Exploring Teacher Cognition

Chapter 8: The Reflective Interventions: Creating a Space for Expression

Chapter 9: Implications for Professional Development Opportunities for Japanese Teachers

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Reflective Practice as Professional Development Experiences of Teachers of English in Japan

Summary

Author Biography

Table of Contents

Supplemental Materials