ABSTRACT
This chapter proceeds with the review to include research that encourages teaching English to speakers of other languages (TESOL) teachers to reflect where theory of practice is the main focus. A number of studies used reflective writing with varying degrees of success, as a means of encouraging pre-service TESOL teachers to reflect on their theory of practice. Tang explored blogging as a medium of reflecting on planning lessons, teaching materials and activities and classroom management with pre-service TESOL teachers in Hong Kong. Dooly and Sadler attempted to link theory and practice more in a TESOL teacher education program through telecollaborations in the US and Spain. By engaging in the collaborative lesson-planning discussions, the in-service TESOL teachers were able to enlist the collaboration of others, in order to make sense of events, while at the same time asserting their own membership of the community of practice (CoP).
