ABSTRACT
Within the field of second language education reflective practice has emerged as an approach where teachers actively collect data about their teaching beliefs and practices and then reflect on the data in order to direct future teaching decisions. This chapter gives an overall view of reflective practice as well as different approaches, purposes, and models of reflective practice. It suggests that no overall model or framework exists that promotes reflection for TESOL professionals at different levels of experience. The chapter outlines such model or framework that includes much of what already exists in many of the definitions, approaches, purposes, and models. This chapter introduces the idea of contemplation as an awareness raising reflective tool and discusses the contemplative reflective practice. It presents three basic different levels of reflection that teachers can work from: descriptive reflection, conceptual reflection and critical reflection.
