ABSTRACT
This chapter discusses how teachers with different levels of experience can navigate and apply the framework in a holistic manner from whatever perspective they think will further their professional development aims as teachers of English to speakers of other languages. It provides two case studies of ESL teachers at different stages of their careers as they attempt to apply the model to their professional development needs. Reflective practice is: A cognitive process accompanied by a set of attitudes in which teachers systematically collect data about their practice, and while engaging in dialogue with others use the data to make informed decisions about their practice both inside and outside the classroom. Framework for Reflecting on Practice is a very useful professional development tool that can help teachers at all levels of experience to reflect on their practice and beyond practice and their hidden philosophy, principles, and theory.
