ABSTRACT
In this chapter, the author provides a brief overview of the origins and his influences on reflective practice that led him to develop a new holistic framework for teaching English to speakers of other languages (TESOL) professionals to use when reflecting on their practice. He made some early attempts to develop some kind of model or framework for reflecting on practice that would encompass both John Dewey's and Donald Schon's work, where teachers are encouraged to engage in evidence-based reflective practice. Throughout the reflective process, teachers are encouraged not only to describe but also examine and challenge embedded assumptions at each level, so that they can use the framework as a lens through which they can view their professional worlds, and what has shaped their professional lives as they become more aware of their philosophy, principles, theories, practices, and how these impact issues inside and beyond practice.
