ABSTRACT
This chapter outlines the research related to pre-service and in-service teaching English to speakers of other languages (TESOL) teachers' reflections beyond practice as its main focus along with its various other combinations with other aspects of framework such as principles, theory and practice. When TESOL teachers are encouraged to reflect beyond practice, this is sometimes called critical reflection, because it entails exploring and examining the moral, political and social issues that impact a teacher's practice both inside and outside the classroom. Reflections beyond practice can assist TESOL teachers in becoming more aware of many political agendas and economic interests that can shape how we define language teaching and learning. Encouraging pre-service TESOL teachers in Iran to use journal writing to encourage reflection, Abednia for example, examined the ways critical TESOL teacher education contributes to TESOL teachers' overall development. Feng-ming Chi examined the reflections of in-service TESOL teachers in Taiwan and specifically how writing can stimulate critical reflections on their practice.
