ABSTRACT
This chapter outlines and discusses how the concept of reflective practice was defined and explained in the published research studies on the practices that encourage teaching English to speakers of other languages (TESOL) teachers to reflect. It examines what it means to reference particular approaches when attempting to legitimize their own particular method of reflection. The chapter presents both John Dewey's and Donald Schön's approaches to reflective practice in turn and the impact each has had on this important issue for teachers and teacher education. It outlines who and what have influenced the own recent framework/model for promoting reflection for TESOL professionals. The chapter concludes with a discussion on the importance of administrators, language teacher educators and teachers becoming more aware of their own definitions and understanding of what it means to reflect and encourage TESOL teachers to engage in reflective practice.
