ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book illustrates a variety of approaches to reflective practice, as reported by practitioner-researchers of English as a second or foreign language. It describes three parts: reflection-for-action, reflection-in-action, and reflection-on-action. The book discusses the use of interviews to capture teachers' reflections both for- and on-action, thus illustrating the cyclical nature of reflection. The context of this study was a wider collaborative action project conducted at a Malaysian university which aimed to promote the use of formative assessment and a judiciously combined product-process approach to the teaching of writing. The book also discusses a project in which Walsh's Self-Evaluation of Teacher Talk (SETT) framework is used to analyse and reflect on the quantity, quality and function of classroom talk. Takaaki Hiratsuka considers reflective discussions between a pair of colleagues after a lesson they had just team-taught.
