ABSTRACT
This chapter embraces evidence-based reflective practice. In this way teachers can become more aware not only of their actions but also the origins, meanings and impact of such actions far beyond the classroom. The chapter discusses the development of the framework and outlines the Framework for Reflecting on Practice in more detail. This chapter describes each stage or level in the framework, and discuses how teachers can consider navigating the framework throughout their careers. It presents the Framework for Reflecting on Practice for second language teachers which have five stages or levels of reflection: philosophy of practice, principles of practice, theory of practice, practice, and beyond practice. The chapter includes contemplations and the concept of "contemplative practice" to help teachers with philosophy, the first level. When they are contemplating, teachers can reach a more mindful state by being purposively more attentive to experiences as they happen, and when they are happening. This can also be called metacognitive reflection.
